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This article explores the significance of a word and the changes it undergoes in its form when it is placed in the hierarchy of grammatical constituents thereby forming a new word termed as vocabulary. This change or transformation is the result of affixations. Transformation becomes essential as the words learnt cannot be used as such in a…

With the widespread adoption of new college Englishtextbooks,vocabulary learning seems a more important taskthan ever before for college students.This paper is about aresearch on how to help students learn English words moremeaningfully and enlarge their vocabulary more efficiently.This paper first discusses word meaning,concept,andconcept network,then explores the associative network of wordsand their associations,which corresponds to English lexicalrelations.The lexical network can be realized onto a computer tobenefit students in their learning.

We examined the effects of adaptive word retrieval intervention on a classroom vocabulary program on children's vocabulary acquisition in kindergarten. In the experimental condition, word retrieval was provided in a classroom vocabulary program, combining implicit and explicit vocabulary

This lesson uses students' areas of interest both in and out of school to generate personalized vocabulary lists. Working in small groups, grade 3 to 5 students select their own vocabularywords and research their meanings. In a culminating activity that uses text and illustration, each student will create a "My World of Words Journal." During…

Full Text Available Word origin (motivation deals with the connection between name and sense, explaining how a word originated. With the knowledge of how words are originated, learners can grasp a word easier and thus expand their vocabulary more quickly. The introduction to word origin (motivation by teachers can also help the learners gain interest in the process of learning and learn more about the cultural and historical background of the English-speaking countries. This paper tries to clarify this method of teaching from four aspects: onomatopoeia, word formation, cultural and historical background and cognitive linguistics.

This paper proposes a new method for selecting fundamental vocabulary. We are presently constructing the Fundamental Vocabulary Knowledge-base of Japanese that contains integrated information on syntax, semantics and pragmatics, for the purposes of advanced natural language processing. This database mainly consists of a lexicon and a treebank: Lexeed (a Japanese Semantic Lexicon) and the Hinoki Treebank. Fundamental vocabulary selection is the first step in the construction of Lexeed. The vocabulary should include sufficient words to describe general concepts for self-expandability, and should not be prohibitively large to construct and maintain. There are two conventional methods for selecting fundamental vocabulary. The first is intuition-based selection by experts. This is the traditional method for making dictionaries. A weak point of this method is that the selection strongly depends on personal intuition. The second is corpus-based selection. This method is superior in objectivity to intuition-based selection, however, it is difficult to compile a sufficiently balanced corpora. We propose a psychologically-motivated selection method that adopts word familiarity as the selection criterion. Word familiarity is a rating that represents the familiarity of a word as a real number ranging from 1 (least familiar) to 7 (most familiar). We determined the word familiarity ratings statistically based on psychological experiments over 32 subjects. We selected about 30,000 words as the fundamental vocabulary, based on a minimum word familiarity threshold of 5. We also evaluated the vocabulary by comparing its word coverage with conventional intuition-based and corpus-based selection over dictionary definition sentences and novels, and demonstrated the superior coverage of our lexicon. Based on this, we conclude that the proposed method is superior to conventional methods for fundamental vocabulary selection.

We examined the effects of adaptive word retrieval intervention on a classroom vocabulary program on children's vocabulary acquisition in kindergarten. In the experimental condition, word retrieval was provided in a classroom vocabulary program, combining implicit and explicit vocabulary instructions. Children performed extra word retrieval…

Full Text Available When it comes to language learning, vocabulary learning is the main activity focused on. Vocabulary learning is the main problem and also the goal of new language learners. It is one of the major problems that language learners encounter during learning a new language. Krashen (1989 (cited in Tokac, 2005 points out the role of vocabulary in a language by stating that most of the meaning in a language is carried by words. This is why people visiting a foreign country prefer to take their dictionaries with them rather than grammar books. And on the other hand, nowadays everything is connected to technology and language learning and teaching is not an exception. As Stockwell (2007 cites, vocabulary has been one of the most commonly taught language areas through technology in recent years. Integration of computer and second/foreign language teaching is admired by many researchers. It is clear that technology can help enhance the degree of vocabulary learning, but the point is that which computer assisted vocabulary learning can work better and would be more efficient? In this paper we will discuss and analyze the usage of two kinds of different ways of using technology and see which of the methods will work better. A comparison between vocabulary software flashcard and word clouds (Wordle on vocabulary learning (retention will be compared by the researcher. We will see that using which method will encourage learners more and they will do better with which kind of using technology? The study is carried out in Iran on 44 English learners. The result is really surprising. Both of the groups were interested in technology, but one group did really better. Keywords: CALL, CAVL, Software flashcard, Word Clouds, Wordle, Vocabulary learning

When it comes to language learning, vocabulary learning is the main activity focused on. Vocabulary learning is the main problem and also the goal of new language learners. It is one of the major problems that language learners encounter during learning a new language. Krashen (1989) (cited in Tokac, 2005) points out the role of vocabulary in a language by stating that most of the meaning in a language is carried by words. This is why people visiting a foreign country prefer to take their dic...

A VOCABULARY GUIDE OF COGNATE WORDS IN ENGLISH AND SPANISH IS PRESENTED. THE VALUE OF THE GUIDE RESTS ON THE ASSUMPTIONS THAT THE LEARNING OF SIMILAR WORDS IN BOTH LANGUAGES COULD CHANGE SPANISH-SPEAKING AMERICAN PUPILS' NEGATIVE ATTITUDE ABOUT ENGLISH AS WELL AS INCREASE THEIR VOCABULARY. WORDS IN THE "VELAZQUEZ SPANISH AND ENGLISH DICTIONARY" OF…

A VOCABULARY GUIDE OF COGNATE WORDS IN ENGLISH AND SPANISH IS PRESENTED. THE VALUE OF THE GUIDE RESTS ON THE ASSUMPTIONS THAT THE LEARNING OF SIMILAR WORDS IN BOTH LANGUAGES COULD CHANGE SPANISH-SPEAKING AMERICAN PUPILS' NEGATIVE ATTITUDE ABOUT ENGLISH AS WELL AS INCREASE THEIR VOCABULARY. WORDS IN THE "VELAZQUEZ SPANISH AND ENGLISH DICTIONARY" OF…

In this paper, preliminary considerations and some experimental results are presented in an effort to design Very Large Vocabulary Recognition (VLVR) systems. We will first consider the applicability of current recognition techniques and argue their inadequacy for VLVR. Possible alternate strategies will be explored and their potential usefulness statistically evaluated. Our results indicate that suprasegmental cues such as syllabification, stress patterns, rhythmic patterns, rhythmic patterns and the voiced - unvoiced patterns in the syllables of a word provide powerful mechanisms for search space reduction. Suprasegmental feature could thus operate in a complementary fashion to segmental features.

Recognizing the importance of vocabulary for comprehension, Wilhelm asks two key questions: "which words do I teach and how should I teach them?" Through years of trial and error, Wilhelm has adopted these principles to answer "which words": teach "important" words students will see and use again; words necessary to conceptual understanding; words…

The association made between the meaning, spelling, and pronunciation of a word has been shown to help children remember the meanings of words. The present study addressed whether the presence of a target word in Braille during instruction facilitated vocabulary learning more efficiently than an auditory-only instructional condition. The authors…

Vocabulary knowledge is crucial to literacy development and academic success. Previous research has shown learning the meaning of a word requires encountering it in diverse informative contexts. In this work, we try to identify "nutritious" contexts for a word--contexts that help students build a rich mental representation of the word's…

Knowledge of word meanings and the ability to use words are fundamental to nearly every interaction of every day. Beginning long before formal schooling, vocabulary skills underpin many aspects of communicative, social, and academic well-being. Thus, evaluation of vocabulary knowledge and use is central to any complete assessment of language proficiency. We have advanced in our use of vocabulary assessment significantly since Binet and Simon first used vocabulary tests to measure cognitive proficiency. We have a repertoire of informative tools and strategies from which vocabulary assessment protocols can be fashioned. Current assessment approaches integrate multiple sources of information. They also look beyond existing word knowledge toward word-learning potential. Integrated and dynamic approaches can provide a rich way to ascertain young children's vocabulary abilities and aptitudes.

One of the genuine contributions of theoretical linguistics to the interdisciplinary field of applied linguistics is to elucidate the nature of "what should be taught" and "how it should be taught". Traditionally, the input supplied in vocabulary teaching has consisted either of word lists (most often) or of words-in-context…

This paper outlines four word parts of medical vocabulary—roots，prefixes，suffixes，and linking vowels（usually o）and put forward a systematic approach to medical vocabulary learning.To develop a high degree of proficiency in learning medical vocabulary，it is advisable to learn the basic roots and affixes so as to make informed guesses regarding the meanings of unfamiliar medical vocabulary.

We use the results of a large online experiment on word knowledge in Dutch to investigate variables influencing vocabulary size in a large population and to examine the effect of word prevalence-the percentage of a population knowing a word-as a measure of word occurrence. Nearly 300,000 participants were presented with about 70 word stimuli (selected from a list of 53,000 words) in an adapted lexical decision task. We identify age, education, and multilingualism as the most important factors influencing vocabulary size. The results suggest that the accumulation of vocabulary throughout life and in multiple languages mirrors the logarithmic growth of number of types with number of tokens observed in text corpora (Herdan's law). Moreover, the vocabulary that multilinguals acquire in related languages seems to increase their first language (L1) vocabulary size and outweighs the loss caused by decreased exposure to L1. In addition, we show that corpus word frequency and prevalence are complementary measures of word occurrence covering a broad range of language experiences. Prevalence is shown to be the strongest independent predictor of word processing times in the Dutch Lexicon Project, making it an important variable for psycholinguistic research.

Within the communicative approach, often the assumption has been that with the right exposure, students will simply "pick up" the vocabulary required for learning and using English, and thus there is no need to focus on or teach it. Yet, as many teachers can attest, this is frequently not the case, and there have been recent efforts to…

In a previous experiment [P. L. Scilley, "Evaluation of a vibrotactile auditory prosthetic device for the profoundly deaf," unpublished Masters thesis, Queen's University, Kingston, Canada (1980)] two normal subjects learned to identify 70 and 150 words, respectively, using the Queen's Tactile Vocoder. In the present experiment, the most advanced subject continued word learning until a tactile vocabulary of 250 words was acquired. At this point randomized tests were given to obtain an indication of final performance level. From these data conditional probabilities of correct response for each stimulus word and significant confusions were obtained, which provides insight into the advantages and present limitations of the tactile vocoder.

Full Text Available Despite the fact that explicit teaching of vocabulary is often practised in English as a Second Language (ESL classrooms, it has been proven to be rather ineffective, largely because words are not taught in context. This has prompted the increasing use of incidental vocabulary learning approach, which emphasises on repeated readings as a source for vocabulary learning. By adopting this approach, this study aims to investigate students’ ability in learning vocabulary incidentally via verbal dramatization of written texts. In this case, readers’ theatre (RT is used as a way to allow learners to engage in active reading so as to promote vocabulary learning. A total of 160 diploma students participated in this case study and they were divided equally into two groups, namely classroom reading (CR and RT groups. A proficiency test was first conducted to determine their vocabulary levels. Based on the test results, a story was selected as the reading material in the two groups. The CR group read the story through a normal reading lesson in class while the RT group was required to verbally dramatize the text through readers’ theatre activity. Then, a post-test based on vocabulary levels was carried out and the results were compared. The findings revealed that incidental learning was more apparent in the RT group and their ability to learn words from the higher levels was noticeable through higher accuracy scores. Although not conclusive, this study has demonstrated the potential of using readers’ theatre as a form of incidental vocabulary learning activity in ESL settings.

Recognizing familiar words quickly and accurately facilitates learning new words, as well as other aspects of language acquisition. This study used the visual world paradigm with semantic and phonological competitors to study lexical processing efficiency in 2-5 year-old children. Experiment 1 found this paradigm was sensitive to vocabulary-size differences. Experiment 2 included a more diverse group of children who were tested in their native dialect (either African American English or Mainstream American English). No effect of stimulus dialect was observed,. Results showed that vocabulary size was a better predictor of eye gaze patterns than maternal education, but that maternal education level had a moderating effect; as maternal education level increased, vocabulary size was less predictive of lexical processing efficiency.

This study traces the development of a vocabulary measure designed to assess multiple types of word knowledge. The assessment, which was administered in conjunction with a science unit about weather and the water cycle for third-and-fourth graders, included items for six knowledge types--recognition, definition, classification/example, context,…

Vocabulary development plays a critical role in young dual language learners' success in school. As teachers become aware of how they use language in the classroom, systematically teach specific words in a variety of ways, and learn about dual language learners' level of English acquisition and sociocultural experiences, they can help…

Vocabulary development plays a critical role in young dual language learners' success in school. As teachers become aware of how they use language in the classroom, systematically teach specific words in a variety of ways, and learn about dual language learners' level of English acquisition and sociocultural experiences, they can help…

Full Text Available Introducing vocabulary has never been very problematic nor a doubt generating aspect in teaching a language, at least not in respect of what has to be done actually along this part of the lesson or how this stage should be approached. It cannot be said that it has ever been too much of a challenge, but rather a simple and straightforward phase in the economy of the English class. Business English vocabulary teaching methods have to make allowance for the specificity of the field, though. Thus, much consideration has to be given to the way Business English lexical units are introduced so that the technique used could produce the desired results into the students: acquisition of specific terminology, assimilation of meanings and development of skills that shall ensure accurate usage of the terms in the future. After an experimental semester, most adequate class approaches to serve the purposes abovementioned proved to be – rather non-academic, it may be argued – the word games. The current study presents the detailed steps of two distinct teaching methods used and the comparative results obtained with the two groups of students submitted to the experiment. Along the Business English courses in one semester, there were four vocabulary introduction lessons. The nonconformist technique of word games was implemented to one of the two groups of students while the other was taught the regular style. The comparative study focused on several aspects, from the observation of the class reactions and participation along the process of teaching, i.e. response to the didactic process during each class, to the checking of the effects of both types of implementation, namely assessing assimilation of the previously taught material in terms of knowledge of vocabulary and correct interpretation, by random tests and by final test results. If teaching methodologies regularly claim that the general to particular approach is the most effective, here a vice

Although instruction has been shown to be effective at increasing vocabulary knowledge and comprehension, factors most important for promoting the acquisition of novel vocabulary are less known. In addition, few vocabulary studies have utilized models that simultaneously take into account child-level, word-level, and instructional factors to…

Full Text Available There are 141 Romanian words of Arabic origin acquired either directly from Arabic or else indirectly by passing from Arabic into other languages and then into Romanian. Most entered one or more of the Romance languages before entering Romanian. To qualify for this list, a word must be reported in etymology dictionaries as having descended from Arabic. Words associated with the Islamic religion are omitted. Archaic and rare words are also omitted. Given the nature of the journal in which the paper is to be published, the author selected for analysis only about 126 terms belonging to the scientific and technical vocabulary: Adobe, alambic, albatros, alcalin, alchimie, alcool, alfalfa, algebră, algoritm, alidadă, alizarină, amalgam, ambră, anil, antimoniu, azimuth, azur, benjoin, bezoar, bor, cafea, calibre, camfor, carat, carciofoi, caric, cârmâz, carob, chimie, cifru, coton, curcuma, cuşcuş, erg, falafel, fanfară, felucă, fenec, gazelă, gerbil, girafă, halva, hamada, humus, iasomie, jar, julep, kaliu, lac, lămâie, lazurit, liliac, lime, marcasit, masicot, mizenă, muson, nadir, natriu, papagal, rachetă, realgar, sabkha, safari, şah, sandarac, şaorma, şerbet, sirop, sodium, şofran, sorbet, spanac, sumac, tabac, tahân, taifun, talc, tamarin(d, tangerină, tar, tară, tarhon, tarif, tasă, ţechin, ton, varan, zahăr, zenith, zero, zircon, etc. Some of them are obsolescent, but a large number are in everyday use and have been so well assimilated into Romanian that they have produced other words through derivation and composition, or they have acquired new meanings.

Orthographic mapping (OM) involves the formation of letter-sound connections to bond the spellings, pronunciations, and meanings of specific words in memory. It explains how children learn to read words by sight, to spell words from memory, and to acquire vocabularywords from print. This development is portrayed by Ehri (2005a) as a sequence of…

The current study investigated the role of spatial distance in word learning. Two-year-old children saw three novel objects named while the objects were either in close proximity to each other or spatially separated. Children were then tested on their retention for the name-object associations. Keeping the objects spatially separated from each other during naming was associated with increased retention for children with larger vocabularies. Children with a lower vocabulary size demonstrated better retention if they saw objects in close proximity to each other during naming. This demonstrates that keeping a clear view of objects during naming improves word learning for children who have already learned many words, but keeping objects within close proximal range is better for children at earlier stages of vocabulary acquisition. The effect of distance is therefore not equal across varying vocabulary sizes. The influences of visual crowding, cognitive load, and vocabulary size on word learning are discussed.

Native language statistical regularities about allowable phoneme combinations (i.e., phonotactic patterns) may provide learners with cues to support word learning. The current research investigated the association between infants' native language phonotactic knowledge and their word learning progress, as measured by vocabulary size. In the experiment, 19-month-old infants listened to a corpus of nonce words that contained novel phonotactic patterns. All words began with "illegal" consonant clusters that cannot occur in native (English) words. The rationale for the task was that infants with fragile phonotactic knowledge should exhibit stronger learning of the novel illegal phonotactic patterns than infants with robust phonotactic knowledge. We found that infants with smaller vocabularies showed stronger phonotactic learning than infants with larger vocabularies even after accounting for general cognition. We propose that learning about native language structure may promote vocabulary development by providing a foundation for word learning; infants with smaller vocabularies may have weaker support from phonotactics than infants with larger vocabularies. Furthermore, stored vocabulary knowledge may promote the detection of phonotactic patterns even during infancy.

The goal of this study was to explore the effects of phonotactic probability, word length, word frequency, and neighborhood density on the words known by children with cochlear implants (CIs) varying in vocabulary outcomes in a retrospective analysis of a subset of data from a longitudinal study of hearing loss. Generalized linear mixed modeling…

Young children learn new vocabulary with great agility and speed, but their learning is dependent on the range of words they are exposed to. Teachers can naturally facilitate children's vocabulary learning using a variety of strategies, including making conversation and posing thoughtful questions. But there is also an important role for direct…

This study examined the unique and shared variance that nonword repetition and vocabulary knowledge contribute to children's ability to learn new words. Multiple measures of word learning were used to assess recall and recognition of phonological and semantic information. Fifty children, with a mean age of 8 years (range 5-12 years), completed experimental assessments of word learning and norm-referenced assessments of receptive and expressive vocabulary knowledge and nonword repetition skills. Hierarchical multiple regression analyses examined the variance in word learning that was explained by vocabulary knowledge and nonword repetition after controlling for chronological age. Together with chronological age, nonword repetition and vocabulary knowledge explained up to 44% of the variance in children's word learning. Nonword repetition was the stronger predictor of phonological recall, phonological recognition, and semantic recognition, whereas vocabulary knowledge was the stronger predictor of verbal semantic recall. These findings extend the results of past studies indicating that both nonword repetition skill and existing vocabulary knowledge are important for new word learning, but the relative influence of each predictor depends on the way word learning is measured. Suggestions for further research involving typically developing children and children with language or reading impairments are discussed.

One of the most important causes of failure in spoken dialogue systems is usually neglected: the problem of words that are not covered by the system's vocabulary (out-of-vocabulary or OOV words). In this paper a methodology is described for the detection, classification and processing of OOV words in an automatic train timetable information system. The various extensions that had to be effected on the different modules of the system are reported, resulting in the design of appropriate dialogue strategies, as are encouraging evaluation results on the new versions of the word recogniser and the linguistic processor.

Full Text Available What role does attention to different object properties play in early vocabulary development? This longitudinal study using event-related potentials in combination with behavioral measures investigated 20- and 24-month-olds’ (n = 38; n = 34; overlapping n = 24 ability to use object shape and object part information in word-object mapping. The N400 component was used to measure semantic priming by images containing shape or detail information. At 20 months, the N400 to words primed by object shape varied in topography and amplitude depending on vocabulary size, and these differences predicted productive vocabulary size at 24 months. At 24 months, when most of the children had vocabularies of several hundred words, the relation between vocabulary size and the N400 effect in a shape context was weaker. Detached object parts did not function as word primes regardless of age or vocabulary size, although the part-objects were identified behaviorally. The behavioral measure, however, also showed relatively poor recognition of the part-objects compared to the shape-objects. These three findings provide new support for the link between shape recognition and early vocabulary development.

The current study evaluated the relation between Spanish and English vocabulary. Whereas previously reported correlations have revealed strong differences among types of vocabulary measures used and the ages of the students tested, no prior study had used a multilevel model to control for classroom-level differences. The current study used…

In this paper, we investigate the effect of neighbourhood density (ND) on vocabulary size in a computational model of vocabulary development. A word has a high ND if there are many words phonologically similar to it. High ND words are more easily learned by infants of all abilities (e.g. Storkel, 2009; Stokes, 2014). We present a neural network…

In this exploratory study we examine the value of exposure to the spelling and pronunciation of word forms when introducing the meanings of new and difficult vocabularywords. Kindergarten English learners were randomly assigned to one of two types of storybook reading delivered by tutors. Students in both treatments listened to short stories…

This study was conducted to determine which method for vocabulary instruction was most beneficial: learning words through the context of literature and reading or through isolated word lists. Subjects, 45 high school students taking Freshman English, were divided into 2 groups. All students were studying Charles Dickens' novel "Great…

Understanding how words are created is potentially a key component to being able to learn and understand new vocabularywords. However, research on morphological awareness is relatively rare. In this study, over 660 preschool-aged children from three language groups (Cantonese, Mandarin, and Korean speakers) in which compounding morphology is…

In this study, we investigated the concurrent and longitudinal relationships between vocabulary and word reading across Spanish and English. One hundred and seventeen 4- to 5-year-old Spanish-English bilingual children attending Head Start programs in the United States were tested for their Spanish and English word reading twice, 5 months apart.…

In this study, we investigated the concurrent and longitudinal relationships between vocabulary and word reading across Spanish and English. One hundred and seventeen 4- to 5-year-old Spanish-English bilingual children attending Head Start programs in the United States were tested for their Spanish and English word reading twice, 5 months apart.…

This study examines several linguistic factors as possible contributors to perceived word difficulty in second language learners in an experimental setting. The investigated factors include: (1) frequency of word usage in the first language, (2) word length, (3) number of syllables in a word, and (4) number of consonant clusters in a word. Word…

Full Text Available The present study was an attempt to look into the effect of collaborative learning on the learners’ improvement in vocabulary learning. Moreover, the learners’ attitudes about vocabulary learning were taken into account as well. The study was conducted with the participation of 30 intermediate Iranian EFL (English as a foreign language learners, who were studying in a private language institute. To collect the data, OPT (Oxford Placement Test was applied to check the learners’ proficiency level and meet the homogeneity requirements. Then, the learners took the vocabulary pre- and post-test to check the effectiveness of treatment sessions on the learners’ vocabulary learning. Semi-structured interview was also done to investigate the learners’ awareness regarding learning vocabularies before and after the treatment sessions. Findings showed that the applied collaborative techniques, i.e. word-webbing and snowball techniques paved the way for the experimental group to outperform the control group since improvement in vocabulary learning was found to be significant. Moreover, Qualitative results revealed the occurrence of positive changes in the learners’ attitudes about vocabulary learning since almost all the learners concurred that the above-mentioned collaborative techniques assisted them in their better speaking and, by having more interaction through group work, enjoyable environment was created for learning target vocabularies. It was suggested that collaborative instruction should be implemented in teaching vocabulary as it can pave the way for both teachers and learners to benefit from a communicative language classroom.

Full Text Available Learning to write in a composition culinary course is very challenging for L2 learners. The main barrier in writing proficiency within this discipline is the lack of vocabulary, specifically the lack of exposure towards specialized vocabulary. This study aims to provide a corpus of specialized vocabulary within a food writing course. By providing students with a word list of specialized vocabulary in the course, students may benefit by familiarizing with the language discourse which will aid in better comprehension of the course, and subsequently facilitate in their writing development. A compilation of all PowerPoint slides from one writing course was assembled and analyzed using the range and frequency program to identify the specialized vocabularies in a food writing course. The corpus was categorized using a four step rating scale, which identified 113 specialized vocabularies in food writing. The learning of specialized vocabulary specialized vocabulary is an important issue at the tertiary level in Malaysia, with educators’ realization of the importance of discourse proficiency in ESP programs, thus many more research is yielded on the many new issues on the teaching and learning of specialized vocabulary particularly within the academic and professional context.

Full Text Available The present study examines the relationship between the students' awareness on the internal structure of morphologically-complex words (henceforth MCWs and English vocabulary size of Indonesian EFL learners. The participants are 111 Indonesian EFL learners who had taken English Morphology subject. Two types of tests are used; Morpheme Identification Test was used to measure the students' awareness on the internal structure of MCWs and the vocabulary size test is used to estimate their vocabulary size. To know the relationship between the two variables, correlational analysis with Kendall-tau formula is then applied. The result shows that both variables have a positive and significant reciprocal correlation.

This study examines the effect of two vocabulary instruction treatments on word retention by 56 EFL learners. In particular, it focuses on the differential effects of a message-oriented treatment (reading text and answering comprehension questions) and a vocabulary-oriented treatment (reading text and performing two vocabulary tasks) on learners'…

The results of the studies to date indicate that the Basic WordVocabulary Test provides a range of items in terms of item difficulty levels useful in printed form from about the third grade to the highest educational levels. Since pictorial and orally given vocabulary tests are used from about ages 2 to 8 years, further work should be done to extend the scale downward so that a single comprehensive vocabulary scale ranging from age 2 years to the highest level of verbal development is available for general use. Validation studies should also be conducted with other well-known intelligence tests so that scores can be compared. Alternate forms need to be developed to allow for longitudinal studies of growth and development. The use of a single standard of measurement of vocabulary development, suitable over a wide range of age and ability levels, by different investigators should materially aid in comparing results across studies and samples and lead to more consistent findings, advances in knowledge, and wider application of findings in practical circumstances, The findings presented in this report indicate that the Basic WordVocabulary Test adequately measures basic word knowledge acquisition and development. The BWVT is suitable for evaluation of individuals and for use in making group comparisons in levels of basic word knowledge attainment, growth, and development.

This study was designed to examine the effect of the redundancy principle in a multimedia presentation constructed for foreign language vocabulary learning on undergraduate students' retention. The underlying hypothesis of this study is that when the students are exposed to the material in multiple ways through animation, concurrent narration,…

This study was designed to examine the effect of the redundancy principle in a multimedia presentation constructed for foreign language vocabulary learning on undergraduate students' retention. The underlying hypothesis of this study is that when the students are exposed to the material in multiple ways through animation, concurrent narration,…

The current study examined monolingual English-speaking toddlers' (N=50) ability to learn word-referent links from native speakers of Dutch versus English, and second, whether children generalized or sequestered their extensions when terms were tested by a subsequent speaker of English. Overall, children performed better in the English than in the Dutch condition; however, children with high native vocabularies successfully selected the target object for terms trained in fluent Dutch. Furthermore, children with higher vocabularies did not indicate their comprehension of Dutch terms when subsequently tested by an English speaker whereas children with low vocabulary scores responded at chance levels to both the original Dutch speaker and the second English speaker. These findings demonstrate that monolingual toddlers with proficiency in their native language are capable of learning words outside of their conventional system and may be sensitive to the boundaries that exist between language systems.

Several recent studies have explored the applicability of the preferential attachment principle to account for vocabulary growth. According to this principle, network growth can be described by a process in which existing nodes recruit new nodes with a probability that is an increasing function of their connectivity within the existing network.…

This study examined preschool and kindergarten English language learners (ELLs) attending a migrant summer programme and their vocabularyword learning during both adult-read and technology-enhanced repeated readings. In a within-subject design, 24 ELLs (four to six years old) engaged in repeated readings in a control and a treatment condition. In…

Purpose: Three studies investigated novel word learning, some requiring phonological production, each involving between 11 and 17 individuals with Down syndrome, and between 15 and 24 typically developing individuals matched for receptive vocabulary. The effect of stimuli wordlikeness and incidental procedure-based memory demands were examined to…

The present study investigated the brain mechanisms involved during young children's receptive familiarization with new words, and whether the dynamics of these mechanisms are related to the child's productive vocabulary size. To this end, we recorded event-related potentials (ERPs) from 20-month-old children in a pseudoword repetition task.…

This study examined benefits of connecting meaning, speech, and print in vocabulary learning for kindergarten English learners. Students screened eligible with limited English proficiency were randomly assigned to two instruction conditions. Both groups received direct instruction in high frequency root words. One condition featured added…

In the present study we examined the relation between alphabet knowledge fluency (letter names and sounds) and letter writing automaticity, and unique relations of letter writing automaticity and semantic knowledge (i.e., vocabulary) to word reading and spelling over and above code-related skills such as phonological awareness and alphabet…

The primary aim of this investigation was to determine what combination of target word variables (frequency, patternedness, length, cognateness, lexicalization) could best predict the difficulty of incidentally acquiring vocabulary through reading. A group of adult English First Language (EL1) (n = 20) and adult English as a Foreign Language (EFL)…

This chapter reviews the results of a set of experiments that examined foreign-language (FL) vocabulary learning by late learners, exploiting the paired-associate-learning (PAL) paradigm. The effects on acquisition and retention of the concreteness and frequency of the native-language (L1) words, th

This chapter reviews the results of a set of experiments that examined foreign-language (FL) vocabulary learning by late learners, exploiting the paired-associate-learning (PAL) paradigm. The effects on acquisition and retention of the concreteness and frequency of the native-language (L1) words, th

Full Text Available One of the genuine contributions of theoretical linguistics to the interdisciplinary field of applied linguistics is to elucidate the nature of what should be taught and how it should be taught. Traditionally, the input supplied in vocabulary teaching has consisted either of word lists (most often or of words-in-context (more recently. In the first case, words are treated as self-contained receptacles of meaning, and in the second case, they are considered as nodes of semantic relationships. However, recent directions in corpus-driven lexicology are exploring the gulf between the concept of a “word” and that of a “semantic unit”. The main purpose of this paper is to update some implications of this discussion for one of the applied disciplines, namely FL/L2 vocabulary teaching and learning.

We developed a method to help tailor a comprehensive vocabulary system (e.g. the UMLS) for a sub-domain (e.g. clinical reports) in support of natural language processing (NLP). The method detects unused sense in a sub-domain by comparing the relational neighborhood of a word/term in the vocabulary with the semantic neighborhood of the word/term in the sub-domain. The semantic neighborhood of the word/term in the sub-domain is determined using latent semantic analysis (LSA). We trained and tested the unused sense detection on two clinical text corpora: one contains discharge summaries and the other outpatient visit notes. We were able to detect unused senses with precision from 79% to 87%, recall from 48% to 74%, and an area under receiver operation curve (AUC) of 72% to 87%.

With exercises, puzzles, and games, The Everything Build Your Vocabulary Book helps you to improve your vocabulary and enhance your communication skills. This fun, interactive book includes:Words you need every dayCommonly misused words and phrasesMedical, scientific, business, and legal termsInterchangeable wordsWords to use in place of idioms, clichés, and slang.This easy-to-follow book painlessly teaches you the words you need to know to sound composed and professional-today!

Word Generation (WG) is a research-based vocabulary program for middle school students designed to teach words through language arts, math, science, and social studies classes. The program consists of weekly units that introduce 5 high-utility target words through brief passages designed to spark active examination and discussion of contemporary…

Three studies investigated novel word learning, some requiring phonological production, each involving between 11 and 17 individuals with Down syndrome, and between 15 and 24 typically developing individuals matched for receptive vocabulary. The effect of stimuli wordlikeness and incidental procedure-based memory demands were examined to see whether these may account for an apparent impairment in word learning in Down syndrome demonstrated in earlier research. Paired associate word and nonword learning tasks were presented, requiring participants to learn the names of novel characters. The nonword stimuli varied in the degree of wordlikeness in 2 studies. A third study investigated extraneous task demand. Across 3 studies, there was no suggestion of a word learning deficit associated with Down syndrome (η(2)(p) for the main effect of group of .03, .11, and .03, respectively), despite the level of phonological representation required. There was evidence that novel word learning by participants with Down syndrome exceeded that which their verbal short-term memory capacity would predict. Vocabulary acquisition in Down syndrome may not rely on verbal short-term memory to the same extent as in typically developing children, lending support to the suggestion that new word learning may be underpinned by an additional memory process.

This study examined the effects of a multifaceted, metacognitive vocabulary intervention on the reading comprehension and vocabulary achievement of fifth-grade children in one of California's lowest performing Title I schools. Instruction was comprehensive, designed to facilitate encoding of student-selected words, mastery of clarifying…

Two studies test the hypotheses that individual differences in phonological memory among children younger than two years can be assessed using a non-word repetition task (NWR) and that these differences are related to the children's rates of vocabulary development. NWR accuracy, real word repetition accuracy and productive vocabulary were assessed in 15 children between 1 ; 9 and 2 ; 0 in Study 1 and in 21 children between 1 ; 8 and 2 ; 0 in Study 2. In both studies, NWR accuracy was significantly related to vocabulary percentile and, furthermore, uniquely accounted for a substantial portion of the variance in vocabulary when real word repetition accuracy was held constant. The findings establish NWR as a valid measure of phonological memory in very young children, and they open the door for further studies of the role of phonological memory in early word learning.

A quasi-experimental design was used to investigate the impact of Picture Communication Symbols (PCS) on sight word recognition by young children identified as "at risk" for academic and social-behavior difficulties. Ten pre-primer and 10 primer Dolchwords were presented to 23 students in the intervention group and 8 students in the…

In this paper, we investigate the effect of neighbourhood density (ND) on vocabulary size in a computational model of vocabulary development. A word has a high ND if there are many words phonologically similar to it. High ND words are more easily learned by infants of all abilities (e.g. Storkel, 2009; Stokes, 2014). We present a neural network model that learns general phonotactic patterns in the exposure language, as well as specific word forms and, crucially, mappings between word meanings and word forms. The network is faster at learning frequent words, and words containing high-probability phoneme sequences, as human word learners are, but, independently of this, the network is also faster at learning words with high ND, and, when its capacity is reduced, it learns high ND words in preference to other words, similarly to late talkers. We analyze the model and propose a novel explanation of the ND effect, in which word meanings play an important role in generating word-specific biases on general phonological trajectories. This explanation leads to a new prediction about the origin of the ND effect in infants.

One of the cardinal features of semantic dementia (SD) is a steady reduction in expressive vocabulary. We investigated the nature of this breakdown by assessing the psycholinguistic characteristics of words produced spontaneously by SD patients during an autobiographical memory interview. Speech was analysed with respect to frequency and imageability, and a recently-developed measure called semantic diversity. This measure quantifies the degree to which a word can be used in a broad range of different linguistic contexts. We used this measure in a formal exploration of the tendency for SD patients to replace specific terms with more vague and general words, on the assumption that more specific words are used in a more constrained set of contexts. Relative to healthy controls, patients were less likely to produce low-frequency, high-imageability words, and more likely to produce highly frequent, abstract words. These changes in the lexical-semantic landscape were related to semantic diversity: the highly frequent and abstract words most prevalent in the patients' speech were also the most semantically diverse. In fact, when the speech samples of healthy controls were artificially engineered such that low semantic diversity words (e.g., garage, spanner) were replaced with broader terms (e.g., place, thing), the characteristics of their speech production came to closely resemble that of SD patients. A similar simulation in which low-frequency words were replaced was less successful in replicating the patient data. These findings indicate systematic biases in the deterioration of lexical-semantic space in SD. As conceptual knowledge degrades, speech increasingly consists of general terms that can be applied in a broad range of linguistic contexts and convey less specific information.

The goal of this study was to examine the influence of part-word phonotactic probability/neighborhood density on word learning by preschool children with normal vocabularies that varied in size. Ninety-eight children (age 2 ; 11-6 ; 0) were taught consonant-vowel-consonant (CVC) nonwords orthogonally varying in the probability/density of the CV (i.e. body) and VC (i.e. rhyme). Learning was measured via picture naming. Children with the lowest expressive vocabulary scores showed no effect of either CV or VC probability/density, although floor effects could not be ruled out. In contrast, children with low or high expressive vocabulary scores demonstrated sensitivity to part-word probability/density with the nature of the effect varying by group. Children with the highest expressive vocabulary scores displayed yet a third pattern of part-word probability/density effects. Taken together, word learning by preschool children was influenced by part-word probability/density but the nature of this influence appeared to depend on the size of the lexicon.

Full Text Available Whereas the 18th Century medical vocabulary is something that has been studied during recent years in Spain, the situation is very different in Latin America, where papers on this subject are very limited. In this case, this paper aims to study the denominations for illnesses that were discovered in a 18th Century New Spain document corpus: to do so, the corpus will be described and then the vocabulary used in the documents will be analysed; the paper will pay special attention to questions such as neologisms, fluctuating words and the presence of colloquial vocabulary. Thus, the purposes of the paper are three: 1 to demonstrate the importance of official documents for the study of medical vocabulary; 2 to provide some data for writing the history of this vocabulary; and 3 to note some analyses that should be done in the future.

Research on secular trends in mean intelligence test scores shows smaller gains in vocabulary skills than in nonverbal reasoning. One possible explanation is that vocabulary test items become outdated faster compared to nonverbal tasks. The history of the usage frequency of the words on five popular vocabulary tests, the GSS Wordsum, Wechsler…

Full Text Available Despite a growing number of studies, the neurophysiology of adult vocabulary acquisition is still poorly understood. One reason is that paradigms that can easily be combined with neuroscientfic methods are rare. Here, we tested the efficiency of two paradigms for vocabulary (re- acquisition, and compared the learning of novel words for actions and objects. Cortical networks involved in adult native-language word processing are widespread, with differences postulated between words for objects and actions. Words and what they stand for are supposed to be grounded in perceptual and sensorimotor brain circuits depending on their meaning. If there are specific brain representations for different word categories, we hypothesized behavioural differences in the learning of action-related and object-related words. Paradigm A, with the learning of novel words for body-related actions spread out over a number of days, revealed fast learning of these new action words, and stable retention up to 4 weeks after training. The single-session Paradigm B employed objects and actions. Performance during acquisition did not differ between action-related and object-related words (time*word category: p = 0.01, but the translation rate was clearly better for object-related (79% than for action-related words (53%, p = 0.002. Both paradigms yielded robust associative learning of novel action-related words, as previously demonstrated for object-related words. Translation success differed for action- and object-related words, which may indicate different neural mechanisms. The paradigms tested here are well suited to investigate such differences with neuroscientific means. Given the stable retention and minimal requirements for conscious effort, these learning paradigms are promising for vocabulary re-learning in brain-lesioned people. In combination with neuroimaging, neuro-stimulation or pharmacological intervention, they may well advance the understanding of

Despite a growing number of studies, the neurophysiology of adult vocabulary acquisition is still poorly understood. One reason is that paradigms that can easily be combined with neuroscientfic methods are rare. Here, we tested the efficiency of two paradigms for vocabulary (re-) acquisition, and compared the learning of novel words for actions and objects. Cortical networks involved in adult native-language word processing are widespread, with differences postulated between words for objects and actions. Words and what they stand for are supposed to be grounded in perceptual and sensorimotor brain circuits depending on their meaning. If there are specific brain representations for different word categories, we hypothesized behavioural differences in the learning of action-related and object-related words. Paradigm A, with the learning of novel words for body-related actions spread out over a number of days, revealed fast learning of these new action words, and stable retention up to 4 weeks after training. The single-session Paradigm B employed objects and actions. Performance during acquisition did not differ between action-related and object-related words (time*word category: p = 0.01), but the translation rate was clearly better for object-related (79%) than for action-related words (53%, p = 0.002). Both paradigms yielded robust associative learning of novel action-related words, as previously demonstrated for object-related words. Translation success differed for action- and object-related words, which may indicate different neural mechanisms. The paradigms tested here are well suited to investigate such differences with neuroscientific means. Given the stable retention and minimal requirements for conscious effort, these learning paradigms are promising for vocabulary re-learning in brain-lesioned people. In combination with neuroimaging, neuro-stimulation or pharmacological intervention, they may well advance the understanding of language learning

The US Rosetta Project has developed a program in Native American communities in which contemporary STEM vocabulary is taught alongside the same vocabulary in Navajo. NASA images and science are used and described in the native language, alongside both lay English, and scientific English. Additionally, science curriculum (geology/chemistry/botany/physics) elements drawn from the reservation environment, including geomorphology, geochemistry, soil physics, are included and discussed in the native language as much as possible — with their analogs in other planetary environments (such as Mars). The program began with a student defining 30 Navajo words to describe what he called 'NASA' words, such as: cell phone, astronaut, space suit, computer, and planets not visible to the naked eye. The use of NASA material and imagery have a positive impact on the accessibility of the overall STEM material but community involvement, and buy-in, is criti! cal to the success of the program. The US Rosetta Project modified its goals, and curriculum, to accommodate the programmatic desires of teachers in the district, and the capabilities of the medicine men that agreed to participate. In this presentation we will report on lessons learned, as well as metrics and successes associated with our most recent Summer Science Academy [2014].

Full Text Available Guessing the meaning of unknown vocabularies within a text is a way of learning new words which is named textual vocabulary acquisition. The main purpose of this study is to investigate the effectiveness of a textual guessing strategy on vocabulary learning at the intermediate le vel. Textual guessing strategy is to guess the meaning of vocabularies with the help of surrounding words or sentences in the co - text without any translation. This paper reports the findings of two quantitative studies conducted on English language learner s with the Intermediate 2 level of proficiency in Kavosh foreign language institute, Mashhad, Iran. Twenty male and female attendants were selected and assigned to ’context’ and ‘non - context’ groups. The context group received an instruction to infer the m eaning of new words while the non - context participants were treated as learning new vocabularies individually (autonomously. The result of the independent sample t - test at the post - test stage revealed that the probability value of t - test with an equality of variances assumption is lower than 0.05 (0.04700. So this result represented that there is a meaningful difference between the experimental group and the control group considering their amount of learning. The results indicated that textual guessing s trategy had more effect on their long term memory. It was also revealed that the words learned through context are used more frequently than those learned in isolation in the speaking repertoire of the participants.

Full Text Available Rapid vocabulary learning in children has been attributed to "fast mapping", with new words often claimed to be learned through a single presentation. As reported in 2004 in Science a border collie (Rico not only learned to identify more than 200 words, but fast mapped the new words, remembering meanings after just one presentation. Our research tests the fast mapping interpretation of the Science paper based on Rico's results, while extending the demonstration of large vocabulary recognition to a lap dog. We tested a Yorkshire terrier (Bailey with the same procedures as Rico, illustrating that Bailey accurately retrieved randomly selected toys from a set of 117 on voice command of the owner. Second we tested her retrieval based on two additional voices, one male, one female, with different accents that had never been involved in her training, again showing she was capable of recognition by voice command. Third, we did both exclusion-based training of new items (toys she had never seen before with names she had never heard before embedded in a set of known items, with subsequent retention tests designed as in the Rico experiment. After Bailey succeeded on exclusion and retention tests, a crucial evaluation of true mapping tested items previously successfully retrieved in exclusion and retention, but now pitted against each other in a two-choice task. Bailey failed on the true mapping task repeatedly, illustrating that the claim of fast mapping in Rico had not been proven, because no true mapping task had ever been conducted with him. It appears that the task called retention in the Rico study only demonstrated success in retrieval by a process of extended exclusion.

Rapid vocabulary learning in children has been attributed to "fast mapping", with new words often claimed to be learned through a single presentation. As reported in 2004 in Science a border collie (Rico) not only learned to identify more than 200 words, but fast mapped the new words, remembering meanings after just one presentation. Our research tests the fast mapping interpretation of the Science paper based on Rico's results, while extending the demonstration of large vocabulary recognition to a lap dog. We tested a Yorkshire terrier (Bailey) with the same procedures as Rico, illustrating that Bailey accurately retrieved randomly selected toys from a set of 117 on voice command of the owner. Second we tested her retrieval based on two additional voices, one male, one female, with different accents that had never been involved in her training, again showing she was capable of recognition by voice command. Third, we did both exclusion-based training of new items (toys she had never seen before with names she had never heard before) embedded in a set of known items, with subsequent retention tests designed as in the Rico experiment. After Bailey succeeded on exclusion and retention tests, a crucial evaluation of true mapping tested items previously successfully retrieved in exclusion and retention, but now pitted against each other in a two-choice task. Bailey failed on the true mapping task repeatedly, illustrating that the claim of fast mapping in Rico had not been proven, because no true mapping task had ever been conducted with him. It appears that the task called retention in the Rico study only demonstrated success in retrieval by a process of extended exclusion.

Lexical tone is one of the most prominent features in the phonological representation of words in Chinese. However, little, if any, research to date has directly evaluated how young Chinese children's lexical tone identification skills contribute to vocabulary acquisition and character recognition. The present study distinguished lexical tones from segmental phonological awareness and morphological awareness in order to estimate the unique contribution of lexical tone in early vocabulary acquisition and character recognition. A sample of 199 Cantonese children aged 5-6 years was assessed on measures of lexical tone identification, segmental phonological awareness, morphological awareness, nonverbal ability, vocabulary knowledge, and Chinese character recognition. It was found that lexical tone awareness and morphological awareness were both associated with vocabulary knowledge and character recognition. However, there was a significant relationship between lexical tone awareness and both vocabulary knowledge and character recognition, even after controlling for the effects of age, nonverbal ability, segmental phonological awareness and morphological awareness. These findings suggest that lexical tone is a key factor accounting for individual variance in young children's lexical acquisition in Chinese, and that lexical tone should be considered in understanding how children learn new Chinese vocabularywords, in either oral or written forms.

词汇量的大小一直是英语学习者所关心的,也是衡量英语学习者英语水平高低的重要指标之一,所以英语学习者也尝试各种方法来扩大词汇量.本文讨论的是词汇的一个方面,即词汇联想义知识在词汇记忆、扩大词汇量方面的作用.通过实验证明词汇联想义知识与词汇量的相关性较高,因此,词汇教学过程中应该引导学生同时开发词汇的深度及广度.%Vocabulary size has always been a big concern for the English learners.It is also one of the most important parameters to measure one's English level.English learners make every effort to build up their vocabulary.In this paper,one aspect of vocabulary,that is word association knowledge has been proved to facilitate vocabulary retention,to enlarge one's vocabulary size.Therefore,both the width and depth of vocabulary should be integrated into vocabulary teaching.

Research Findings: This study examined the heterogeneity in Spanish-speaking children's (N = 117; M age = 53 months; SD = 5 months; 57% boys) vocabulary and letter-word skills in English and Spanish after one year of preschool and the extent to which early self-regulation abilities (i.e., executive function and effortful control) were associated…

Research Findings: This study examined the heterogeneity in Spanish-speaking children's (N = 117; M age = 53 months; SD = 5 months; 57% boys) vocabulary and letter-word skills in English and Spanish after one year of preschool and the extent to which early self-regulation abilities (i.e., executive function and effortful control) were associated…

This study examined preschool and kindergarten English language learners (ELLs) attending a migrant summer programme and their vocabularyword learning during both adult-read and technology-enhanced repeated readings. In a within-subject design, 24 ELLs (four to six years old) engaged in repeated readings in a control and a treatment condition. In…

Full Text Available The effect of explicit instruction of clustering new thematic vocabulary items into two different categories through hyperlinks of PowerPoint was examined on vocabulary learning of 75 Iranian intermediate EFL learners. The sample was randomly assigned to three groups. Experimental group 1 received the meaning of new words in their First Language (L1 translation via PowerPoint, while experimental group 2 received the meanings in English definition in the same way; control group learned the meanings through a traditional method of instruction without employing any specific strategy. To measure the participants’ vocabulary learning, a pretest and a posttest were administered to all groups. The result of t-test indicated that such explicit strategy instruction enhanced vocabulary learning of the experimental groups. According to the results of One-Way ANOVA, although there was no significant difference between the experimental groups, a significant difference was observed between the experimental groups and the control group in vocabulary learning.Keywords: CALL (Computer-Assisted Language Learning; hyperlinks; explicit strategy instruction; L1 translation, English definition; vocabulary learning

Full Text Available A rigorous understanding of the use of Smartphones for foreign language vocabulary acquisition is crucial. Employing the technology acceptance model, this study aims to investigate students’ behavioural factors affecting Saudi students’ attitudes towards employing Smartphones for foreign vocabulary acquisition. Two hundred and seventy-three students studying in a preparatory year programme were surveyed. SmartPLS was employed to analyse the data obtained from the study’s sample. The results revealed that perceived usefulness and attitude proved to be significantly and positively related to vocabulary development. In addition, perceived usefulness and perceived ease of use proved to be significant predictors of students’ attitudes towards the use of Smartphone for vocabulary learning. However, the study showed that the relationship between perceived ease of use and vocabulary development is not significant. Thus, publishers of dictionaries may find it necessary to take into account the important role played by the design of dictionaries interfaces in facilitating the use of dictionaries in Smartphones. Furthermore, teachers and educators are encouraged to employ creative activities (e.g., word guessing games that invest students’ use of Smartphones to learn vocabularies. Using Smartphones in learning improves interaction among students and teachers. Discussion and conclusions are also provided.

Traditional ways of English learning such as memorizing a certain couple of words and reciting from the word list seem much easier than developing a useful vocabulary for L2 learners. However, learners complain that they have suffered from couples of difficulties as the words are easy to be forgotten. Compare with the ways of mechanical memorizing, it argues that pro⁃viding L2 learners with the development of useful lexical knowledge such as semantic information and morphological structure is more effective in the process of language acquisition. Moreover, developing a useful lexical knowledge is far more complicated for English learners.

Students' success in vocabulary learning is best gauged by authentic use of the targeted vocabulary in conversation and writing tasks. A vocabulary teaching approach that emphasizes meaningful repetition, relationship building, and concrete experiences encourages language development. This article explores a multi-age, multi-grade learning…

Direct vocabulary instruction is 1 critical component of reading instruction. Although most students in the elementary grades need to continue building their vocabulary knowledge, students with reading difficulties are at the greatest risk of falling further behind each year in vocabulary and concept knowledge without effective instruction. This…

Students' success in vocabulary learning is best gauged by authentic use of the targeted vocabulary in conversation and writing tasks. A vocabulary teaching approach that emphasizes meaningful repetition, relationship building, and concrete experiences encourages language development. This article explores a multi-age, multi-grade learning…

Learning to write in a composition culinary course is very challenging for L2 learners. The main barrier in writing proficiency within this discipline is the lack of vocabulary, specifically the lack of exposure towards specialized vocabulary. This study aims to provide a corpus of specialized vocabulary within a food writing course. By providing…

Full Text Available Teaching vocabulary in semantically related sets use as a common practice by EFL teachers. The present study tests the effectiveness of this techniques by comparing it with semantically unrelated clusters as the other technique on Iranian intermediate EFL learners. In the study three intact classes of participants studying at Isfahan were presented with a set of unrelated words through “ 504 Absolutely Essential words”, a set of related words through “The Oxford Picture Dictionary “, and the control group were presented some new words through six texts from “Reading Through Interaction”. Comparing of the results indicated that, while both techniques help the learners to acquire new sets of the words, presenting words in semantically unrelated sets seems to be more effective.

In the present study, introductory-level German students read a simplified story and learned the meanings of new German words by reading English translations in marginal glosses versus trying to infer (i.e., guess) their translations. Students who inferred translations were given feedback in English or in German, or no feedback at all. Although immediate retention of new vocabulary was better for students who used marginal glosses, students who inferred word meanings and then received English feedback forgot fewer translations over time. Plausible but inaccurate inferences (i.e., those that made sense in the context) were more likely to be corrected by students who received English feedback as compared with German feedback, providing support for the beneficial effects of mediating information. Implausible inaccurate inferences, however, were more likely to be corrected on the delayed vocabulary test by students who received German feedback as compared with English feedback, possibly because of the additional contextual support provided by German feedback.

Over the past 30-years linguists have been witnessing the birth and evolution of a language, Idioma de Señas de Nicaragua (ISN), in Nicaragua, and have initiated and documented the syntax and grammar of this new language. Research is only beginning to emerge on the implications of ISN on the education of deaf/hard of hearing children in Nicaragua.…

Knowing a word refers to more than just a matter of knowing its form, meaning, pronunciation and spelling. It also refers to one's knowledge of the relationships the word is involved in, such as its collocations, semantic associations and so on. Words are not isolated entities. This paper focuses on vocabulary knowledge and helps us get an idea of what needs to be learned and the process of English vocabulary learning.

This paper moves away from reminiscent mechanical repetition and drills, which were in vogue when teaching vocabulary before the rise of technology. With the support of technology, innovative methodologies that are more effective and enjoyable can be implemented into vocabulary teaching. In this particular context, there seems to be a lack of…

Increasing the vocabulary knowledge of young adolescent and adolescent students has been a focal point of educational research and many teacher professional development initiatives. Yet many teachers continue to use traditional, but generally ineffective, methods of classroom-based vocabulary instruction. Synthesizing the literature around the…

The current study investigates the degree to which the lexical properties of students' essays can inform stealth assessments of their vocabulary knowledge. In particular, we used indices calculated with the natural language processing tool, TAALES, to predict students' performance on a measure of vocabulary knowledge. To this end, two corpora were…

In this article we present a new method for estimating children's total vocabulary size based on a language corpus in German. We drew a virtual sample of different lexicon sizes from a corpus and let the virtual sample "take" a vocabulary test by comparing whether the items were included in the virtual lexicons or not. This enabled us to…

We used an adapted alternating treatments design to evaluate and compare the effects of 2 spelling interventions on spelling acquisition and maintenance, word reading, and vocabulary in three first-grade students. The first intervention, Cover, Copy, and Compare (CCC), involved having participants look at a word, cover it, write it, then compare…

Full Text Available Under the influence of globalization through cultural and technological exchange, English viewed as a medium of international communication enjoys its privileged status around the world. In Taiwan, English is the only foreign language tested in the entrance examinations and English is the most popular foreign language which Taiwanese people desire to master. However, many learners in Taiwan agree the fundamental and crucial role vocabulary plays in the language learning, but they think learning vocabulary is very difficult under the current method of instruction based on the use of word lists. This study aims to investigate the learning outcomes of presenting vocabulary in contexts, specifically in the contexts of literature and imaginative texts, and compare them with the use of word lists only. In the present research, two experiments were designed to investigate Taiwanese learners’ attitudes and perceptions concerning the way in which vocabulary is presented and compare their opinions about the effect of the use of word lists and literature in the foreign language classroom respectively. Questionnaires were used in both of these two experiments. The results indicated that most of the learners’ opinions agreed that the delayed presentation of words is not helpful for them in vocabulary learning as well as showed that the use of literature in the foreign language classroom is perceived as a productive and valuable resource for vocabulary learning. Implications were drawn concerning the design of textbooks used in Taiwan and also for curriculum and methodological innovation.

A frequency-based vocabulary of 17,602 words was compiled and analyzed in order to group words with recurring syllable and rime patterns for teaching reading. The role of the rime unit (e.g.,ite inkite andinvite) in determining vowel pronunciation was central to the analysis because of the difficulty that the ambiguity of English vowel spelling presents to children who do not learn to read words easily. Vowel pronunciation in each orthographic rime was examined, both for its consistency in all words in which the rime occurs and for regularity, defined as conformity to the most frequent pronunciation for each vowel spelling in each of six orthographic syllable types.Of the 824 different orthographic rimes, 616 occur in rime families as the building blocks of almost all the 43,041 syllables of the words. These rimes account for a striking amount of patterning in the orthography: 436 are both regular and consistent in pronunciation (except where a single exception word occurs); another 55 are consistent but not regular. Of the remaining 125, only 86 have less than a 90 percent level of consistency. The high order of congruence of orthographic and phonological rimes suggests their usefulness as units for teaching reading.

Although recent studies suggest a strong association between short-term memory (STM) for serial order and lexical development, the precise mechanisms linking the two domains remain to be determined. This study explored the nature of these mechanisms via a microanalysis of performance on serial order STM and novel word learning tasks. In the experiment, 6- and 7-year-old children were administered tasks maximizing STM for either item or serial order information as well as paired-associate learning tasks involving the learning of novel words, visual symbols, or familiar word pair associations. Learning abilities for novel words were specifically predicted by serial order STM abilities. A measure estimating the precision of serial order coding predicted the rate of correct repetitions and the rate of phoneme migration errors during the novel word learning process. In line with recent theoretical accounts, these results suggest that serial order STM supports vocabulary development via ordered and detailed reactivation of the novel phonological sequences that characterize new words.

A controversial issue in bilingual research is whether in the early stages of L2 learning, access to the conceptual system involves mediation of L1 lexical representations [Kroll, J. F., & Stewart, E. (1994). Category interference in translation and picture naming: Evidence for asymmetric connections between bilingual memory representations. Journal of Memory and Language, 33, 149-174] or a direct route from the L2 word [Altarriba, J., & Mathis, K. M. (1997). Conceptual and lexical development in second language acquisition. Journal of Memory and Language, 36, 550-568; Finkbeiner, M., & Nicol, J. (2003). Semantic category effects in second language word learning. Applied Psycholinguistics, 24, 369-383]. The main goal of this paper is to study, in a child population, whether the creation of conceptual representations for L2 words is possible, even after only one session of learning of the L2 vocabulary. Furthermore, we do so by examining the efficacy of two different L2 learning methods: L2-L1 association learning vs. L2-picture association learning. A translation recognition task was employed to test whether there was a difference between a semantically related pair and an unrelated pair across conditions (i.e., a semantic interference effect). Results showed a significant semantic interference effect-a conceptual effect-in children after just one vocabulary learning session. Importantly, the L2-picture method produced a greater semantic interference effect than the L2-L1 method. The implications of these findings for models of bilingual memory are examined.

The relations of phonological, orthographic, and morphological awareness and vocabulary to word reading and spelling were examined for 304 first-grade children who were receiving differentiated instruction in a Response to Intervention (RtI) model of instruction. First-grade children were assessed on their phonological, orthographic, and morphological awareness; expressive vocabulary; word reading; and spelling. Year-end word reading and spelling were outcome variables, and phonological, orthographic, and morphological awareness; expressive vocabulary; and RtI status (Tiers 1, 2, & 3) were predictor variables. The 3 linguistic awareness skills were unique predictors of word reading, and phonological and orthographic awareness were unique predictors of spelling. The contributions that these linguistic awareness skills and vocabulary made to word reading and spelling did not differ by children's RtI tier status. These results, in conjunction with previous studies, suggest that even beginning readers and spellers draw on multiple linguistic awareness skills for their word reading and spelling regardless of their level of literacy abilities. Educational implications are discussed.

Purpose We examined the relations of phonological, morphological, and orthographic awareness and vocabulary to word reading and spelling for first grade children who were receiving differentiated instruction in a Response to Intervention (RTI) model of instruction (N = 304). Method First grade children were assessed on their phonological, morphological, and orthographic awareness, expressive vocabulary, word reading, and spelling. Year-end word reading and spelling were outcome variables while phonological, morphological, and orthographic awareness, expressive vocabulary, and RTI status (Tiers 1, 2, & 3) were predictor variables assessed in the middle of the school year. Results The three linguistic awareness skills were unique predictors of word reading and phonological and orthographic awareness were unique predictors of spelling. The contributions these linguistic awareness skills and vocabulary made to word reading and spelling did not differ by children's RTI tier status. Conclusion These results, in conjunction with previous studies, suggest that even beginning readers and spellers draw on multiple linguistic awareness skills for their word reading and spelling regardless of their level of literacy skills. Educational implications are discussed. PMID:23833281

This paper addresses the issue of how we might be able to assess productive vocabulary size in second language learners. It discusses some previous attempts to develop measures of this sort, and argues that a fresh approach is needed in order to overcome some persistent problems that dog research in this area. The paper argues that there might be…

The memory of vocabulary plays an important role in Russian learning .The vocabulary became the difficulties because of its large numbers .In fact, the Russian vocabularies have their own rules to follow in words building structures .In this thesis, the writer shows the building bases of Russian vocabularies by the way of list and classification .It elaborated the characteristics of words building motivation and the general meaning of words formation morpheme .We can help learners get the twice result with the half learning effort by citing words building motivation when memorying Russian words .%词汇记忆在俄语学习过程中占有重要地位，词汇因其数量庞大而成为学习的难点。其实，这些看起来杂乱无章、毫无规律的俄语词汇在构词结构上是有一定规律可循的。词汇构词理据性有自身特点，构词词素中前缀、后缀、词根具有各自的一般意义。在记忆俄语单词时，借助词语理据性特点能够帮助学习者达到事半功倍的学习效果。

Letter-to-Sound conversion is one of the fundamental issues in text-to-speech synthesis. In this paper, we address an approach to automatic prediction of word pronunciation. This approach combines example-based learning and dynamic-programming searching to predict sub-word pronunciation. Word pronunciation is formed by concatenating sub-word pronunciations. We conducted comparative experiments over a large-scale English dictionary. Experimental results show that this approach can achieve accuracy of 70.1%, which outperforms those published results.

This study examined the contribution of word decoding, first-language (L1) and second-language (L2) vocabulary and prior topic knowledge to L2 reading comprehension. For measuring reading comprehension we employed two different reading tasks: Woodcock Passage Comprehension and a researcher-developed content-area reading assignment (the Global Warming Test) consisting of multiple lengthy texts. The sample included 67 language-minority students (native Urdu or native Turkish speakers) from 21 different fifth grade classrooms in Norway. Multiple regression analyses revealed that word decoding and different facets of L2 vocabulary explained most of the variance in Woodcock Passage Comprehension, but a smaller proportion of variance in the Global Warming Test. For the Global Warming Test, prior topic knowledge was the most influential predictor. Furthermore, L2 vocabulary depth appeared to moderate the contribution of prior topic knowledge to the Global Warming Test in this sample of language minority students.

Students who can use a term conversantly in academic environments know how to use it precisely in their writing and in their interactions with others; they can be said to deeply know, not just the word term in alphabetic or spoken forms, but the connections to ideas the term embodies. When students are intrigued by words and ideas, they want to…

Students who can use a term conversantly in academic environments know how to use it precisely in their writing and in their interactions with others; they can be said to deeply know, not just the word term in alphabetic or spoken forms, but the connections to ideas the term embodies. When students are intrigued by words and ideas, they want to…

This survey aims at studying the relationship between English vocabulary threshold and word guessing strategy that is used in reading comprehension learning among 80 pre-university Chinese students in Malaysia. T-test is the main statistical test for this research, and the collected data is analysed using SPSS. From the standard deviation test…

In this study, we analysed the relationships between word decoding, vocabulary knowledge, meta-cognitive knowledge and reading comprehension in low-achieving adolescents and examined whether the strength of these relationships differed between Grade 7 and 9 students and between monolingual and bilingual students. Tests were administered to 328…

Despite the significance of vocabulary knowledge to student learning, limited studies have examined English language arts (ELA) teachers' skills and practices that may be effective for building word consciousness in high school Mexican-American bilingual students. The research objective of the present study is to examine how two high school ELA…

We examined the components of first (L1) and second language (L2) phonological processing that are related to L2 word reading and vocabulary. Spanish-speaking English learners (EL) were classified as average or low readers in grades 1 and 2. A large number of children who started out as poor readers in first grade became average readers in second…

The intervention study investigated the effects of an interactive word-learning app Learning apps are developed to achieve certain aims. In our case, the intention was to enrich the vocabulary acquisition of young children. Many other apps, such as games, are developed mainly for entertainment. The intention of games apps is to hold the attention…

English reading comprehension skill development was examined in a group of 87 native Spanish-speakers developing English literacy skills, followed from fourth through fifth grade. Specifically, the effects of Spanish (L1) and English (L2) oral language and word reading skills on reading comprehension were investigated. The participants showed average word reading skills and below average comprehension skills, influenced by low oral language skills. Structural equation modeling confirmed that ...

English reading comprehension skill development was examined in a group of 87 native Spanish-speakers developing English literacy skills, followed from fourth through fifth grade. Specifically, the effects of Spanish (L1) and English (L2) oral language and word reading skills on reading comprehension were investigated. The participants showed…

Beginning readers in shallow orthographies acquire word reading skills more quickly than in deep orthographies like English. In addition to extending this evidence base by comparing reading acquisition in English with the more transparent German, we conducted a longitudinal study and investigated whether different early reading skills made…

The current study examined monolingual English-speaking toddlers' (N=50) ability to learn word-referent links from native speakers of Dutch versus English, and second, whether children generalized or sequestered their extensions when terms were tested by a subsequent speaker of English. Overall, children performed better in the English than in the…

This book, one of four in the Teaching Reading Collection, presents the "best of the best" classroom-tested ideas, approaches, and practical applications for helping students learn about words. The articles have been drawn from the journal "The Reading Teacher" from 1993-1999. The ideas and strategies are intended to provide possible building…

English reading comprehension skill development was examined in a group of 87 native Spanish-speakers developing English literacy skills, followed from fourth through fifth grade. Specifically, the effects of Spanish (L1) and English (L2) oral language and word reading skills on reading comprehension were investigated. The participants showed…

The following article deals with a newly developed method for single word speech recognition for application in MMI. The main idea is to reduce the active vocabulary of the recognition system to the vocabulary required by the active input dialog element (e.g. GUI - Window, dropdown field etc.) By keeping the vocabulary intentionally small, the recognition rate becomes very large and thus other input devices can be replaced or can be kept free for other tasks (Keyboard, Mouse, Pen). The described methodology is especially engineered to suit handheld applications as well as industrial or medical MMI-applications in which the user has to use his hands for purposes other than the interface. (orig.)

An efficient vocabulary learning strategy can supply students with exact meanings and usage of words. There are many differences between Chinese and English,so the result of memorizing vocabulary by rote is always not good. The paper holds the Incidental Vocabulary Learning to improve the English ability.

In a word, Vocabulary plays an indispensable part in language proficiency and provides much of the basis of how wel learns language, so it cannot be ignored. I discussed Schools’ viewpoints on the vocabulary teaching ,Reason for forgetting, Traditional approach to vocabulary teaching, supplements to vocabulary teaching,the author hope the above content can offer some hints for language learners.

文章就近年来国内外词云的研究进行了梳理，从语料库语言学、认知心理学等多个方面分析了词云应用于英语教学的理论支撑，并从词族、词缀、搭配、猜词等角度探讨了词云在词汇教学中的可视化教学设计。%Based on a comprehensive overview of studies on word cloud both at home and abroad, this arti-cle analyzes the theoretical foundation of its application in English teaching from such perspectives as corpus lin-guistics and cognitive psychology. In addition, this article studies the visualized instructional design of word cloud in vocabulary teaching from such angles as word families, affixes, collocates and word guessing.

Guiding college students to acquire an adequate vocabularyis an important task that is often neglected. The morevocabulary hat is mastered, the higher level a learner of Englishwill have. But in China, the traditional method of teachingvocabulary is learning by rote, and learners of foreign languagesare inclined to learn as much vocabulary as possible this wayregardless of whether these vocabulary is useful or not. Indeed,there are some disadvantageous factors hindering the studentsfrom expanding vocabulary rapidly and efficiently. We have todevelop a scientific method of teaching vocabulary exploringmethods of which is the key to this article.

In the last 15 years or so, language testing practitioners have increasingly favored assessing vocabulary in context. The discrete-point vocabulary measure used in the old version of the Test of English as a Foreign Language (TOEFL) has long been criticized for encouraging test candidates to memorize wordlists out of context although test items…

Despite a growing number of studies, the neurophysiology of adult vocabulary acquisition is still poorly understood. One reason is that paradigms that can easily be combined with neuroscientfic methods are rare. Here, we tested the efficiency of two paradigms for vocabulary (re-) acquisition, and co

Despite a growing number of studies, the neurophysiology of adult vocabulary acquisition is still poorly understood. One reason is that paradigms that can easily be combined with neuroscientfic methods are rare. Here, we tested the efficiency of two paradigms for vocabulary (re-) acquisition, and co

The purpose of this study was to examine the effectiveness of a vocabulary intervention designed to supplement research-based classroom vocabulary instruction, implemented with students who may be at risk for language and learning difficulties. Participants included 43 kindergarten students who received research-based classroom vocabulary…

Haycraft defined receptive vocabulary as "words that the student recognizes and understands when they occur in a text, but which he cannot produce correctly", while productive vocabulary is "words which the student understands can pronounce correctly and use constructively in speaking and writing" (1978:44).In English language teaching practice, students' productive vocabulary size lags far behind there ceptive vocabulary size. Based on the SLA theories, many reasons caused this problem and some solutions will be discussed.

Vocabulary has always been one of the significant issues related both with teachers and learners of foreign languages. How to teach vocabulary efficiency? Teachers should choose proper ways to instruct words. Many teachers often write new words they want to teach on the blackboard and then explain them one by one. It makes students feel bored. This paper will summarize some teaching approaches that are better on teaching English words.

4 Corners Vocabulary Charts (FCVCs) are explored as a multipurpose vehicle for processing academic language in a 5th-grade classroom. FCVCs typically display a vocabularyword, an illustration of the word, synonyms associated with the word, a sentence using a given vocabularyword, and a definition of the term in students' words. The use of…

针对对外汉语教学，本文以《HSK词汇大纲》为语料对修辞遣词做了一定的考察。该大纲的修辞造词主要以比喻造词和借代造词为主，比喻又是英汉两种语言中最为常见的修辞手法，因此本文选择研究比喻造词法及其分类，以便外国留学生更好地学习汉语。%In Teaching Chinese as a Foreign Language, this paper does the research about the rhetoric word - formation by the outline of HSK Vo- cabulary. The rhetoric word - formation in HSK Vocabulary mainly includes figurative words, metonymy words, and because Metaphor is the most com- mon rhetorical device in Chinese and English, this paper chooses to study on figurative words and its classification, in order to help foreign learners＇ Chinese study.

The prominent role of vocabulary knowledge in second or foreign language learning has been recently recognized by theorists and researchers in the field. This article aims to provide a digest of recent research on vocabulary learning strategies specifically in the English as a foreign language context in Japan. In Japan where there is minimal exposure to English in daily life and where word knowledge is often tested, teachers should be informing learners about vocabulary learning strategies a...

Through a word guessing test and a word guessing strategy questionnaire,this paper makes a comparative analysis of the word guessing ability and the word guessing strategies between 60 college English learners with larger vocabulary size and smaller vocabulary size. The results indicate that the effects of vocabulary size on words guessing ability are significant,and there are differences in words guessing strategies by English learners with different vocabulary size. Based on the results,some suggestions are put forward to improve the college English teaching.% 本研究通过猜词测试及猜词策略问卷调查，对60名不同词汇量的大学英语学习者在猜词能力及猜词策略使用方面进行对比分析，发现猜词能力和词汇量存在显著的正相关关系，并且不同词汇量学习者在猜词策略使用方面具有一定差异性；最后基于结论提出相关教学建议

英语词汇教学是英语学习的基础.只有掌握了一定量的单词,才能具备精准的英语表达能力.英语构词法是从词汇的基本构成出发,研究一个新词的构成方式,其作为英语词汇学习的重要方法之一,对于扩大词汇量具有重要的作用.常见的构词法有派生法,复合法和转化法,教师教授学生熟悉这些构词方法,有助于学生熟记单词,达到扩大词汇的目的.%English vocabulary teaching is the basis of English learning. Accurate English expressions can be achieved only by mastering a certain number of words. On the basis of the formation of the word, word-building studies the way of formation;as one of the most important ways to learn vocabulary, it has a great effect on enlarging vocabulary. Most common word-building ways are derivation, compounding and conversion. It is helpful for students mastering words to learn these word-building methods, in order to enlarge vocabulary.

By illustrating the significance of cultural elements in vocabulary and current situations in English vocabulary teaching,the author hope that English teachers can pay more attention to cultural elements behind the conceptual meanings of English words and change their method of teaching to motivate students' interest in vocabulary learning.

By illustrating the significance of cultural elements in vocabulary and current situations in English vocabulary teaching,the author hope that English teachers can pay more attention to cultural elements behind the conceptual meanings of English words and change their method of teaching to motivate students’ interest in vocabulary learning.

Lexical acquisition plays an essential part in getting any natural language processing system to function in the real world. [Branimir Boguraev, 1996:4] In China, English major undergraduates turn to various kinds of vocabulary pamphlets for vocabulary accumulation. However, enormous efforts produce dubious outcomes. This paper provides an efficient way to these L2 learners to gain access to real language acquisition. It sets out with empirical research on the script of Friends, then along with a brief overview on related findings, it concludes that watching Friends results in better communication.

Vocabulary becomes more and more crucial in English learning.The article depicts six main domains about the mastery and enlargement of vocabulary,and they are motivation and aim,major fields,word,ways,radiation,and concrete execution respectively.

Although mathematics is visual language of symbols and numbers it is also expressed and explained through written and spoken words. For students to excel in mathematics, they must recognize, comprehend and apply the requisite vocabulary. Thus, vocabulary instruction is as critical in content areas as it is in language arts. It is especially…

Students' vocabulary knowledge is a significant predictor of their overall comprehension. The Common Core State Standards are raising the expectations for word learning and there are now 4 distinct standards related to vocabulary as well as expectations in other standards, including content areas. To address these expectations, teachers need…

Proposes examining word origins as a teaching strategy for helping middle school students speak the language of mathematics as well as promote students' general vocabulary development. Includes roots, meanings, related words, and notes for middle school mathematics vocabulary. (KHR)

Proposes examining word origins as a teaching strategy for helping middle school students speak the language of mathematics as well as promote students' general vocabulary development. Includes roots, meanings, related words, and notes for middle school mathematics vocabulary. (KHR)

This study investigated the receptive vocabulary growth of advanced EFL learners in an English-medium degree programme. The study used the Vocabulary Size Test in a cross-sectional design to measure the vocabulary size of learners at various stages of study. The effect of word frequency on vocabulary development and the presence of an…

Compared with the study of Grammar, syntax, the description on vocabulary is comparatively slower than them. The related theories of vocabulary description have fast developed since the 1980s and 1990s have experienced a growing interest in vocabulary learning and teaching----The vocabulary size, text coverage, word list, meaning of vocabulary in context, and collocation have been discovered and described, which helped new insights in arrange of different research fields have all added to our understanding of vocabulary development. Vocabulary acquisition research, based on vocabulary description, has established itself as a central research focus for language acquisition researchers and contributed to the focus of practical teaching and learning in English.

Presents a study of the acquisition of English-as-a-Foreign-Language vocabulary through academic listening. Explored the effects of EFL proficiency and lecture comprehension on vocabulary acquisition as well as the relationship between vocabulary gain and the following factors: frequency of occurrence, types of word, type of word elaboration, and…

With respect to reading vocabulary knowledge and deafness, this article addresses two broad questions: (1) Why is vocabulary knowledge related to reading comprehension ability? (2) How is reading vocabulary (i.e., word meanings) acquired? The article argues that the answers to these questions are best addressed by a vocabulary acquisition model labeled the knowledge model. In essence, this model asserts that both breadth and depth of vocabulary knowledge are critical. It is necessary to teach vocabulary, especially to poor readers, who are not likely to derive many word meanings from the use of context during natural or deliberate reading situations. On the basis of theoretical and research syntheses, the article offers implications for vocabulary instruction for deaf children and adolescents.

Full Text Available Abstract This article presents an overview of current research on second language vocabulary learning and proposes eight strategies for teaching and learning vocabulary. First, to facilitate effective vocabulary teaching, choosing high-frequency words is essential. Teachers of vocabulary also need to add explicit, intentional teaching to incidental learning. In addition, vocabulary learning strategies including morphological awareness and lexical inference provides a platform by which learners can improve both receptive and productive vocabulary knowledge. This article also suggests that productive vocabulary knowledge needs more attention than receptive vocabulary knowledge, and that available textbooks seldom address vocabulary sufficiently. In summary, it is very important for all learners and teachers to acknowledge that learning vocabulary is incremental in nature, and we should develop a principled, long-term program for teaching and learning vocabulary.

How young children's and older students' knowledge of words develops--their structure, their meanings, how they work in context--is reflected in the Common Core English Language Arts expectations. Meeting these expectations for each learner requires that we teach in a developmentally-responsive manner. This includes our being familiar with the…

Every industry has its professional terms or particular use of common words. The marine industry is no exception. This paper attempts to give a brief introduction to the elementary vocabularies related to marine industry from six aspects: types of ships;ship’s structure and equipment, manning, logbook, safety and organizations concerned. The corresponding Chinese terms is given simultaneously. It concludes that a good master of these vocabularies is useful and necessary for Chinese seafarers whose native language is not English.

The access vocabulary, which is essentially a permuted index, provides access to any word or number in authorized postable and nonpostable terms. Additional entries include postable and nonpostable terms, other word entries and pseudo-multiword terms that are permutations of words that contain words within words. The access vocabulary contains almost 42,000 entries that give increased access to the hierarchies in Volume 1 - Hierarchical Listing.

Medical English is relatively more difficult than general English,especially its vocabulary.Those medical English words are long and complex,making it hard to remember.But medical English vocabulary has its own features,which would help us in learning vocabulary.On the basis of many medical English materials,the paper explores the features of etymology,affixes and roots of medical English.

Medical English is relatively more difficult than general English,especially its vocabulary.Those medical English words are long and complex,making it hard to remember. But medical English vocabulary has its own features,which would help us in learning vocabulary.On the basis of many medical English materials,the paper explores the features of etymology,affixes and roots of medical English.

The word model has a unique frame structure and a powerful production capacity. In recent years, it has generated numerous neologisms, which enriched the quantity of Chinese vocabulary. The application of the word model based on neologism strengthened the form of the vocabulary system, and it also enriched the Chinese morpheme system. At the same time, it caused the grammatical function or emotional changes of some words. And Chinese vocabulary presented polysyllabic trend.%词语模具有独特的框架结构以及强大的生成能力，近些年更是生成了数目众多的新词新语，极大地丰富了汉语词汇的数量。新词新语词语模的运用从形式上强化了词汇的系统性，丰富了汉语语素系统。同时，基于新词新语的词语模还引起一些词语语法功能或感情色彩发生变化，使汉语词汇呈现了多音节化趋势。

of term relevancy, when pruning the vocabularies. With reduced vocabularies documents are classified using a latent semantic indexing representation and a probabilistic neural network classifier. Reducing the bag-of-wordsvocabularies with 90%-98%, we find consistent classification improvement using two...

of term relevancy, when pruning the vocabularies. With reduced vocabularies, documents are classified using a latent semantic indexing representation and a probabilistic neural network classifier. Reducing the bag-of-wordsvocabularies with 90%-98%, we find consistent classification improvement using two...

The purpose of this study was to understand vocabulary characteristics in toddlers who are late talkers (LT) as compared with age-matched (AM) and vocabulary-matched (VM) peers. The semantic categories (e.g., animals, foods, toys) and the percentage of nouns, verbs, and closed-class words in the vocabularies of 36 toddlers (12 LT, 12 AM, 12 VM)…

Medical vocabulary consists of so many words and terms.Medical students are often terrified by large vocabulary.The paper aimed to analyze the problems lie in acquisition of medical vocabulary，review literature of learning strategies of medical vocabulary，and offers a few simple rules for students to follow to facilitate their acquisition of medical vocabulary.

This article describes an innovation in the teaching and learning of vocabulary in English as a Foreign Language classes. Whereas vocabulary coverage in classrooms and textbooks traditionally focuses on lists of target words in printed form, this article promotes the notion of "aural vocabulary" as an important part of…

Vocabulary is central to English language teaching. Without sufficient vocabulary, students cannot understand others or express their own ideas. Teachers who find the task of teaching English vocabulary a little daunting are not alone! This book presents important issues from recent vocabulary research and theory so that teachers may approach…

Vocabulary is central to English language teaching. Without sufficient vocabulary, students cannot understand others or express their own ideas. Teachers who find the task of teaching English vocabulary a little daunting are not alone! This book presents important issues from recent vocabulary research and theory so that teachers may approach…

To investigate the effects of different techniques of vocabulary portfolio including word map, word wizard, concept wheel, visual thesaurus, and word rose on L2 vocabulary comprehension and production, a sample of 75 female EFL learners of Kish Day Language Institute in Karaj, Iran were selected. They were in five groups and each group received…

词汇是第二语言学习者的主要障碍之一。本文采用纸笔测试的方法，考察了词形对日本学生词汇习得的影响。结果发现：不同词形对学生习得词汇的正确率有显著影响，完全同形词学习效果好，繁简词和细差词学习效果差；学生级别对掌握词汇有影响，级别越高，学生对三类词形的词掌握得越好。据此，我们建议：可以根据“迁移理论”，在教学和教材编写过程中注意对词形的教学和安排，帮助日本学生充分利用正迁移，克服负迁移，在最短的时间内取得最好的学习效果。%Vocabulary is one of the main obstacles to second language learners. This article uses the pen and paper approach to examine the effects of the word forms on Chinese vocabulary acquisition of Japanese students and finds that word forms may influence the accuracy of vocabulary acquisition. Words identical in forms are acquired better than words different in forms between Japanese and Chinese. In addition, language learners＇ level also play a role in vocabulary mastering. The higher the learner＇ s level is, the better they can acquire the three types of words. We therefore suggest that in order to help Japanese students to achiever a better learning effect, we should arrange the teaching materials of vocabulary properly in the process of teaching as well as the textbook compiling according to the ＂transfer theory＂, and help the learners to take full advantage of the positive transfer and overcome negative migration.

Describes and examines the word choice and frequency in six tests and raises questions about the use of word lists and controlled vocabulary in producing basal readers, judging and manipulating readability of texts, and building vocabulary. (HOD)

Vocabulary size is an important criterion to measure one's English proficiency. More words mean more freedom in language use. To many English learners, language skill remains difficult due to insufficient vocabulary. Both learners and teachers should be active to find an appropriate way to improve that condition. So it is necessary to know the feature of vocabulary and some effective ways to enlarge vocabulary size.

Although there is evidence for a close link between the development of oral vocabulary and reading comprehension, less clear is whether oral vocabulary skills relate to the development of word-level reading skills. This study investigated vocabulary and literacy in 81 children aged 8 to 10 years. In regression analyses, vocabulary accounted for…

Full Text Available The basic vocabulary which constructs the main vocabulary of alanguage is the word that is transferred from generation to generation in everylanguage, has importance of first degree and reflects important concepts aboutmankind and his environment. The words dealing with body, color, andconcepts about nature, animal names, numbers, and the most used verbs,words of holy concepts and persons and traditions consist of basic vocabularyof a language. In this study, the change in vocabulary of Kazan Tatar Turks, whomigrated from Kazan, Orenburg and Samara regions and inhabited in thevillage of Osmaniye of Çifteler, Eskisehir after 1884, was investigated. Thedialects of Tatar Turks who migrated from Kazan and its surrounding areawere affected by the local people who have been living in that region. Thoughthey still protect phonetical and morphological features of their language, itwas affected by the local dialect and Turkey Turkish.The main changes in the vocabulary of Tatar Turks in Osmaniye villagewere evaluated under several headings.

Children vary widely in the rate at which they acquire words--some start slow and speed up, others start fast and continue at a steady pace. Do early developmental variations of this sort help predict vocabulary skill just prior to kindergarten entry? This longitudinal study starts by examining important predictors (socioeconomic status [SES], parent input, child gesture) of vocabulary growth between 14 and 46 months (n = 62) and then uses growth estimates to predict children's vocabulary at 54 months. Velocity and acceleration in vocabulary development at 30 months predicted later vocabulary, particularly for children from low-SES backgrounds. Understanding the pace of early vocabulary growth thus improves our ability to predict school readiness and may help identify children at risk for starting behind.

The words are called as basic building blocks of language. It is impossible to discuss the language system without words. It is related to the vocabulary whether a language is rich or not. It is also related to the peoples' vocabulary to understand what is said and written or to express effectively their thoughts and their feelings verbally or in…

This article overviews current research on second language vocabulary learning. It concludes that a large vocabulary is necessary to function in English: 8000-9000 word families for reading, and perhaps as many as 5000-7000 families for oral discourse. In addition, a number of word knowledge aspects need to be learned about each lexical item.…

This study explored the relationship between two dimensions of vocabulary knowledge, that is, breadth of vocabulary (the number of words known) and depth of vocabulary (the richness of word knowledge), and their effects on different aspects of English reading in Chinese high school students learning English as a second language. Two hundred and…

This study explored the relationship between two dimensions of vocabulary knowledge, that is, breadth of vocabulary (the number of words known) and depth of vocabulary (the richness of word knowledge), and their effects on different aspects of English reading in Chinese high school students learning English as a second language. Two hundred and…

Vocabulary notebooks are one way of promoting learner independence. Introducing vocabulary notebooks to provide the learners with an area of language learning where they could be given a relatively high level of independence that would build their confidence in their ability to act independently in terms of vocabulary learning. This article is focused on the effectiveness of keeping the vocabulary notebooks to empower the learner’s independence on their foreign language learning and also to e...

Vocabulary can become tedious and a chore if it is approached as such. By making art terms and vocabulary meaningful, students will remember and use them for years to come. In this article, the author describes two vocabulary review projects that work wonderfully and create great works of art: (1) cursive creature rubbings; and (2) bubbling bodies…

Vocabulary can become tedious and a chore if it is approached as such. By making art terms and vocabulary meaningful, students will remember and use them for years to come. In this article, the author describes two vocabulary review projects that work wonderfully and create great works of art: (1) cursive creature rubbings; and (2) bubbling bodies…

Full Text Available In this paper we have looked at the difference between teaching language structure and teaching vocabulary. We have discussed how counts of frequency alone are not enough to determine what words should be taught. We have seen that knowing a word means more than just knowing its meaning. Even that is problematical since meaning includes sense relations and context, for example. To know a word we also need to know about its use, how it is formed and what grammatical behavior it provokes. Above all, in this paper, we have approached the idea of how vocabulary teaching and learning need to be emphasized in order for students to be competent language users.

The associations between vocabulary growth and reading development were examined longitudinally for a representative sample of Dutch children throughout the elementary school period. Data on basic and advanced vocabulary, word decoding, and reading comprehension were collected across the different

The associations between vocabulary growth and reading development were examined longitudinally for a representative sample of Dutch children throughout the elementary school period. Data on basic and advanced vocabulary, word decoding, and reading comprehension were collected across the different g

This paper assesses the performance of a vocabulary test designed to measure second language productive vocabulary knowledge.The test, Lex30, uses a word association task to elicit vocabulary, and uses word frequency data to measure the vocabulary produced. Here we report firstly on the reliability of the test as measured by a test-retest study, a…

In this paper we have looked at the difference between teaching language structure and teaching vocabulary. We have discussed how counts of frequency alone are not enough to determine what words should be taught. We have seen that knowing a word means more than just knowing its meaning. Even that is problematical since meaning includes sense relations and context, for example. To know a word we also need to know about its use, how it is formed and what grammatical behavior it provokes. Above ...

This article considers the notion of "academic vocabulary": the assumption that students of English for academic purposes (EAP) should study a core of high frequency words because they are common in an English academic register. We examine the value of the term by using Cox-head's (2000) Academic Word List (AWL) to explore the distribution of its…

Compared with the study of Grammar, syntax, the description on vocabulary is comparatively slower than them. The related theories of vocabulary description have fast developed since the 1980s and 1990s have experienced a growing interest in vocabulary learning and teaching----The vocabulary size, text coverage, word list, meaning of vocabulary in context, and collocation have been discovered and described, which helped new insights in arrange of different research fields have all added to our understanding of vocabulary development. Vocabulary acquisition research, based on vocabulary description, has established itself as a central research focus for language acquisition researchers and contributed to the focus of practical teaching and learning in College English.

It is important for children to develop knowledge of words' meanings from a young age because vocabulary development has an impact on their reading comprehension and academic success as they get older. Some children come to school knowing far fewer words than others. Hart and Risley studied young children's vocabulary development and found that…

Teaching English vocabulary is very important, and it is more than just presenting and introducing new vocabulary to the students. Knowing words is not only memorizing them, but the students need to understand the meaning of the word in context and how the words are used. This can be achieved through correct vocabulary instruction which should involve vocabulary selection, word knowledge, and techniques. The needs of prospective teachers in mastering English both spoken and written, and the a...

Words matter. They are the "atoms" of written and oral communication. Students rely on words in textbooks and other instructional resources and in classroom lectures and discussions. As instructors, there are times when we need to think carefully about the words we use. Sometimes there are problems that may not be initially apparent and we may introduce confusion when we were aiming for clarity.

Writing, and the vocabulary building that goes with it, is a more complex process than merely putting words on a page. In the process of acquiring vocabulary, for example, students need to understand not just what individual words mean but also which combinations of these words in sentences or paragraphs convey a meaningful message to the reader…

The typical approach to teaching vocabulary in English/Language Arts programs has been to focus on six to eight words per text. Even though these words may add meaning to a particular story, the target words are often rare and their generalizability is limited. The Vocabulary Megaclusters provides a framework for selecting and teaching words…

In this paper is described a preliminary study at a Japanese university on student affect toward self-created vocabulary tests. In order to foster greater learner autonomy in their vocabulary study, students were tasked with selecting words they wished to learn and creating their own tests using a template provided by the teacher. At the end of the course, a survey examining student attitudes toward the activity was conducted with 140 participants. The results were encouraging as they indicat...

An exploratory study of the efficacy of "The Word Within the Word" tested students' abilities to recognize, use, and recall vocabulary. Ten middle school teachers and their 493 students participated. Five teachers used "The Word Within the Word", and five used traditional vocabulary materials. Students completed an out-of-level…

This quasi-experimental study compared the effects of morphemic and contextual analysis instruction (MC) with the effects of textbook vocabulary instruction (TV) that was integrated into social studies textbook lessons. The participants were 157 students in eight fifth-grade classrooms. The results indicated that (a) TV students were more…

The members of the CSTNIN - the Special Commission for Nuclear Engineering Terminology and Neology - have just produced a Nuclear Engineering Vocabulary, published by SFEN. A 120-page document which, to date, includes 400 nuclear engineering terms or expressions. For each term or expression, this Glossary gives: the primary and secondary subject field in which it is applied, a possible abbreviation, its definition, a synonym if appropriate, any relevant comments, any associated word(s), the English equivalent, its status on the date of publication of the Glossary. (author)

In vocabulary testing, whether to adopt context is a heat-debated topic. In the article, an experiment is designed to in⁃vestigate what is the effect of zero context and sentence context on the vocabulary testing? And how do the different kinds of context in vocabulary affect the subjects’performance? The experimental result demonstrates that sentence do play an important role in helping text-takers to figure out the correct meaning or target words.

Vocabulary teaching is an important part in English teaching, which purpose is to foster students to use learned words to conduct language communication, increasing the capability of language using in daily life. This paper analyzes the present condition and exposes the problems existing in English vocabulary teaching and learning, then, puts forward some scientific, effective strategies for the education of English vocabulary. I hope these teaching strategies can help teachers improve their teaching methods and help English learners acquire knowledge easily and efficiently.

This article reports the results of two studies on the vocabulary growth of advanced learners of English as a foreign language in an English-medium degree programme. Growth in learners' written receptive and productive vocabularies was investigated in one cross-sectional and one longitudinal study over three years. The effect of word frequency on…

This study examines the impact of reading on vocabulary development with adult ESL students at the National Institute of Technology (Trichirappalli, India). The researcher analyzes the performance of the students who devoted their time to reading, and the students who learned consciously the meaning of words to develop their vocabulary knowledge.…

This article reports the results of two studies on the vocabulary growth of advanced learners of English as a foreign language in an English-medium degree programme. Growth in learners' written receptive and productive vocabularies was investigated in one cross-sectional and one longitudinal study over three years. The effect of word frequency on…

Describes the development of a method for the automatic identification of sublanguage vocabularywords as they occur in abstracts. Highlights include research relating to sublanguages and their vocabulary; domain terms; evaluation criteria, including recall and precision; and implications for natural language processing and information retrieval.…

Though research has established a relationship between vocabulary knowledge and academic success and identified features to guide the L2 word learner through academic tasks (see Nation, 2013), less is known regarding student perceptions of academic vocabulary and the conscious decision-making process of these learners while they are writing. In…

Word sorts are standard practice for aiding children in acquiring skills in English language arts. When included in the general music classroom, word sorts may aid students in acquiring a working knowledge of music vocabulary. The author shares a word sort activity drawn from vocabulary in John Lithgow's children's book "Never Play…

This revised book is specifically designed for ESL students preparing to take the TOEFL. Includes new words and phrases, a section on purpose words, a list of vocabularywords with definitions, sample sentences, practice exercises for 500 need-to-know words, practice test with answer key, and more.

Studies on vocabulary acquisition in second language learning have revealed that a large amount of vocabulary is learned without an overt intention, in other words, incidentally. This article investigates the relevance of different lexical processing strategies for vocabulary acquisition when reading a text for comprehension among 24 advanced…

A system of grids to organize related vocabularywords and their associations developed for teacher trainees is illustrated, and other possible uses of the categorizing system, by students, teachers, and translators, are discussed. (MSE)

With increasingly international business activities, business English has already become main language tool of commu-nication. Many new business English vocabularies emerge. If interpreters want to assume business interpretation work successfully, he or she has to learn the meaning of these words and their features in business field. This essay will do some research around vo-cabularies of business interpretation from the characteristics of these words/phrases such as more abbreviations, professional termi-nology, polysemy and so on.

This research focuses on the strategies that native English speakers use as they learn to speak and write Chinese vocabularywords in the first year of an elementary Chinese class. The main research question was: what strategies do native English-speaking beginning learners of Chinese use to learn Chinese vocabularywords in their speaking and writing? The study was conducted at a medium-sized comprehensive university in the Southeastern U.S. The study drew from concepts and theories in s...

According to the memory mechanism developed by cognitive psychological studies, deep processing could retain verbal information for a longer time. In second language vocabulary learning, how to conduct deep processing of target words and what effects would deep processing have on second language vocabulary learning are woith investigating.%关于记忆机制的研究认为对词汇进行语义深加工能够加深词汇在短时记忆区的存储印象，从而辅助词汇从短时记忆区转入长时记忆区。在第二语言词汇学习过程中，以什么方式对二语词汇进行语义深加工以及语义深加工在二语词汇记忆中的作用都是值得研究的问题。

Dutch advanced students of French read a French short story in one of three text reading conditions: Marginal Glosses (provision of L1 translations of unknown words), Dictionary (opportunity to use a bilingual dictionary), or Control. After reading, students were tested for their recall of 16 words

Dutch advanced students of French read a French short story in one of three text reading conditions: Marginal Glosses (provision of L1 translations of unknown words), Dictionary (opportunity to use a bilingual dictionary), or Control. After reading, students were tested for their recall of 16 words

The paper compares the word-formation in German and English,discusses the similarities and differences and discusses ways to help German majors acquire a correct and efficient way to learn German vocabulary through such a comparative approach.%德语词汇是德语教学过程中的一项艰巨任务。鉴于高等学校德语专业学生均具有一定的英语基础,本文将通过德语和英语中主要构词法的比较,总结其中的相似之处及区别,探讨如何在实际教学中通过双语的比较帮助学生形成正确而高效的词汇学习方法,从而提高学习效率。

Handbooks recommend a variety of quite complicated procedures for learning and remembering vocabulary, but most learners only engage in very simple procedures. The aim of this project was to establish a basis for identifying optimal vocabulary recording procedures by finding out what learners...... currently do. We administered a questionnaire, interviewed learners who said that they kept vocabulary records of some kind and examined their records. Two-thirds had given up making vocabulary lists on entering the L2 environment and/or starting to read extensively, but several made interesting lists...... to be bilingual and single-word focused. The optimal listing procedures are those which represent a compromise between linguistically and psychologically effective practices and the amount of investment learners are actually prepared to put in. It is important to distinguish records made in class, which should...

IntroductionThe majority of English courses books in China provide students with long lists of vocabulary attached tothe end of the texts.Since vocabulary is regarded as central to language learning.Students are supposedto memorise all the new words and expressions on which they will be tested.Teachers rarely considerwhich items may be students active vocabulary and which items may be students passive vocabulary.Therefore.they treat all the new words and expressions with an equal amount of time and care:andstudents tend to treat all the new items as active vocabulary.The consequence of this approach is often:students get bored of memorising the long lists:even if they succeed in memorising all the new items,they are usually still unable to use themactively.This inappropriate method of teaching vocabulary tends to make students lose interest inlearning.

For learning English as a foreign language, the efficiency of the approach of incidental vocabulary acquisition depends on the word frequency and text coverage. However, the statistics of English corpus reveals that English is a language that has a large vocabulary size but a low word frequency as well as text coverage, which is obviously not in…

Language competence in various communicative activities in L2 largely depends on the learners' size of vocabulary. The target vocabulary of adult L2 learners should be between 2,000 high frequency words (a critical threshold) and 10,000 word families (for comprehension of university texts). For a TOEIC test, the threshold is estimated to be…

Having a large vocabulary is a key in learning a foreign language successfully.The present study attempts to investigate the relationship between depth of vocabulary knowledge and reading comprehension.DVK relates to how well one knows a word and it is the quality of one’s knowledge about a word.It involves a good number of aspects representing

Word is one of the most important components of a natural language. Speech is meaningful because of the meanings of words. Vocabulary acquired in one's mother tongue is learned consciously in a foreign language in non-native settings. Learning vocabulary in a system based on grammar is generally neglected or learned in conventional ways. This…

How is number-concept acquisition related to overall language development? Experiments 1 and 2 measured number-word knowledge and general vocabulary in a total of 59 children, ages 30-60 months. A strong correlation was found between number-word knowledge and vocabulary, independent of the child's age, contrary to previous results (D. Ansari et…

This paper aims at presenting various strategies and techniques used in vocabulary teaching and learning while reassessing the importance and role of vocabulary knowledge in second language acquisition. Lexical knowledge has proven to be central to communicative competence and to the acquisition of a second language. Besides, vocabulary knowledge involves much more than knowledge of single words, but knowledge of how words work together to achieve a communicative function.

Full Text Available This paper aims at presenting various strategies and techniques used in vocabulary teaching and learning while reassessing the importance and role of vocabulary knowledge in second language acquisition. Lexical knowledge has proven to be central to communicative competence and to the acquisition of a second language. Besides, vocabulary knowledge involves much more than knowledge of single words, but knowledge of how words work together to achieve a communicative function.

When discussing vocabulary, a distinction is often made between size of vocabulary (number of known words) and depth of knowledge (how well those words are known). However, the relationship between the two constructs is still unclear. Some scholars argue that there is little real difference between the two, while regression analyses show that depth typically adds unique explanatory power compared to size alone. Ultimately, the relationship between size and depth of vocabulary knowledge depend...

Full Text Available This paper aims at presenting various strategies and techniques used in vocabulary teaching and learning while reassessing the importance and role of vocabulary knowledge in second language acquisition. Lexical knowledge has proven to be central to communicative competence and to the acquisition of a second language. Besides, vocabulary knowledge involves much more than knowledge of single words, but knowledge of how words work together to achieve a communicative function.

Despite the current importance given to L2 vocabulary acquisition in the last two decades, considerable deficiencies are found in L2 students' vocabulary size. One of the aspects that may influence vocabulary learning is word frequency. However, scholars warn that frequency may lead to wrong conclusions if the way words are distributed is ignored.…

IntroductionIn China,intensive reading is the main method for teaching English.One feature of the textbooks isthat they all have large quantities of new words in each text,so vocabulary is one of the mostimportant aspects of this course.Recently,I conducted a survey among students who entered thePetroleum University in Shandong.To the question‘What is the greatest problem in your Englishstudies?’,82 out of the t00 students answered-vocabulary.This,to some extent,suggests that ourapproaches to vocabulary teaching should be improved.This article explores more effective ways toteach vocabulary.It suggests the idea of classifying and grouping vocabulary items and how to teachthem differently.A series of task-based activities are recommended to present and review vocabulary.

It is well-established that vocabulary is the strongest predictor of reading comprehension from grades 2 or 3 on. In this article, I argue (a) that English vocabulary is acquired in a similar sequence by native-English speakers and English-language learners; and (b) that it is possible to identify words that both lower-vocabulary English-speakers…

Language is a complicated system, which mainly contains phonology, vocabulary, grammar. The vocabulary is just like stocks used to build the house of a language. Lexicon is fundamental material in language learning. The author attempts to explore English word formation form morphemes. The morpheme, can be considered as“the smallest functioning unit in the composition of words”. Morphemes are classified into prefix, root and suffix. In order to have a good command of words, English learners could adopt the rules of word formation from morphemes to enlarge vocabulary efficiently.

The high-frequency vocabulary of English has traditionally been thought to consist of the 2,000 most frequent word families, and low-frequency vocabulary as that beyond the 10,000 frequency level. This paper argues that these boundaries should be reassessed on pedagogic grounds. Based on a number of perspectives (including frequency and…

The purpose of this study was to provide professional development in vocabulary instructional practices and analyze the impact on student achievement. This quasi-experimental study utilized the PLC to curriculum map English/Language Arts state academic vocabularywords in K-4 into each of the four nine-weeks. The first through fourth grade…

The high-frequency vocabulary of English has traditionally been thought to consist of the 2,000 most frequent word families, and low-frequency vocabulary as that beyond the 10,000 frequency level. This paper argues that these boundaries should be reassessed on pedagogic grounds. Based on a number of perspectives (including frequency and…

“点-段-面”式认知教学模式利用认知语言学中的原型范畴、隐喻理论、象似性原则、认知模型理论从“点”(词汇理解)、“段”(词汇应用)；“面”(词汇量扩大)三个阶段指导高职商务英语词汇教学。通过本校2013级商务英语专业进行实证研究，结果证明此种认知教学模式对商务英语词汇教学具有促进作用，是一种有效的教学模式，对培养学生认知能力，提升高职院校商务英语词汇教学的效果具有实践价值。%(Word-Grammar-Vocabulary) Cognitive teaching strategy employs the cognitive linguistic theories such as proto-type theory, metaphor, iconicity and ICM to guide the teaching of business English vocabulary in higher vocational schools from the three aspects ( word comprehension, word application, vocabulary enriching) . The experiment is finished in business English major 2013 grade of Yunyang Teachers ' College. It leads to a result that this cognitive teaching strategy is effective and can help the students acquire cognitive ability so that business English vocabulary teaching in higher vocational schools can be more efficient.

Full Text Available Vocabulary plays an essential role in language learning. The lack of vocabulary might cause incompetency to language users. It is therefore very important for language instructors to find suitable ways of teaching vocabulary since learning vocabulary consists of learning various aspects of word knowledge. These aspects include orthography, meaning and form, collocation, association and grammatical functions. There are various methods that could be used in gaining aspects of word knowledge. The purpose of this study is to investigate to what extent are aspects of word knowledge gained by learning from word pairs. 120 secondary school students were divided into four groups of thirty students. The first group was given a set of Malay Translation, the second, English Translation, the third, Malay Definition and the fourth, English Definition word pair to learn followed by word knowledge tests. The results show that all word pairs promote large gains in learning aspects of word knowledge. The scores between the groups were also compared and it was found that the mean score of the Malay Definition word pair group is the highest, followed by the Malay Translation word pair group, the English Translation word pair group, and English Definition word pair group.

This research is a comparative study of Chinese EFLgradutes′vocabulary strategies applied in their EGeneralAP(English for General Academic Purposes)and ESpecialAP(English for Special Academic Purpose)learning.Participantswere the first-year graduates of non-English major in ChinaPharmaceutical University(N=102).The present study uses ataxonomy of strategies developed by O’Malley and Chamot(1990),which was modified to more accurately reflectvocabulary strategies(altogether 31 sub-strategy variables within16 strategies).Analysis through SAS(Statistic Analysis System)on the collected date has revealed that:1)Learners apply more types of vocabulary stategies inEGeneralAP than in ESpecialAP vocabulary learning.2)Translation and Extensive Reading gain higher frequencyof application in ESpecialAP learning.3)11 vocabulary strategies strongly predict EGeneralAPvocabulary achievement and only 6 strategies strongly predictESpecialAp vocabulary achievement.At the end of the paper,some practical suggestions aremade for EFL graduate teachers to adjust their teaching targetand methods.

Full Text Available It has been theorized that declines in g due to negative selection stemming from the inverse association between completed fertility and IQ, and the Flynn effect co-occur, with the effects of the latter being concentrated on less-heritable non-g sources of intelligence variance. Evidence for this comes from the observation that 19th Century populations were more intellectually productive, and also exhibited faster simple reaction times than modern ones, suggesting higher g. This co-occurrence model is tested via examination of historical changes in the utilization frequencies of words from the highly g-loaded WORDSUM test across 5.9 million texts spanning 1850 to 2005. Consistent with predictions, words with higher difficulties (δ parameters from Item Response Theory and stronger negative correlations between pass-rates and completed fertility presented a steeper decline in use over time, than less difficult and less negatively selected words, which increased in use over time, suggestive of a Flynn effect. These findings persisted when explicitly controlled for word age, literacy rates and temporal autocorrelation. These trends constitute compelling evidence that both producers and consumers of text have experienced declines in g since the mid-19th Century.

Proposed by James Asher,Total Physical Response focuses on coordination of speech and action. It is viewed most suitable for children and adult beginners. Through analyzing words of a sample text,this paper aims to explore flexible application of TPR.

The Modified Checklist for Autism in Toddlers (M-CHAT) is a 23-item questionnaire used in primary screening of Autism Spectrum Disorder (ASD). The current studies examine the concurrent validity of the M-CHAT in its ability to predict 18-month-olds' performance on theory of mind and word learning tasks. In Experiment 1, infants' understanding of…

Vocabulary is the foundation of language systems and the students' vocabulary ability directly affects their ability of lis⁃tening, speaking, reading, writing and translating.However, the traditional college English teaching of vocabulary can't meet the needs of memorizing words for students. Memorizing words is a heavy burden of students.Teaching practice shows that using the etymology of auxiliary teaching in the process of teaching can improve the students' learning interest and deepen their memory,al⁃so can improve the efficiency of vocabulary memory,which isnot only help students enlarge their vocabulary, but also can strengthen the students understand the English national cultures.In this paper, we start from the importance of vocabulary teach⁃ing and the present situation of college English vocabulary teaching,we talk about the feasibility of using etymology college Eng⁃lish vocabulary teaching strategies based on the etymology related knowledgein this paper in order to improve the English skills for students.

Polysemy is very common in English vocabulary. It is essential to analyze the structure, features and language context of polysemy for language learner. For the four different reasons:shift of application in different fields;mutual transformation between common words and specialized words;ellipsis in language use and the reason explained in cognitive theory, polysemy comes into being.

This teaching tip identifies ways to "WIN" at vocabulary learning. Specifically, the approach conveys three morphological strategies in the mnemonic "WIN." These three strategies remind students to find smaller units of meaning within bigger words, look for those units in other words that they know, and notice the context. Each…

This article presents strategies for integrating explicit vocabulary instruction within a reading workshop. The author begins by describing a process for involving students in word selection. The author then provides a weeklong instructional sequence using student-selected words. Finally, the author briefly examines the role of vocabulary…

Direct vocabulary instruction of Tier 2 and Tier 3 words in intermediate-grade curricula is an important tool of literacy instruction because English is a language grafted from many roots and has not developed a one-to-one phoneme-grapheme correspondence. In addition to knowing graphemes and phonemes, students must formally learn words that cross…

A major component of literacy is "vocabulary," or the words employed by a language or in a field of knowledge. Understanding novel words and concepts is important for young students as they are confronted with a great deal of new terminology in the passages they read, especially in content areas such as science. Science is a discipline that relies…

传统的韩语词汇教学往往忽视词汇之间的联系，无序地给学生灌输词汇的词典意义，大大降低了学习效率。韩语中汉字词占韩语词汇总量的一半，大量的汉字词对韩语的日常使用产生了重要影响。韩语学习中，能否准确地掌握汉字词直接决定学习效果。将韩语中的汉字词与中文词汇建立联系，利用词汇意义的变化来掌握韩中同形异义词将达到事半功倍的效果% Traditional Korean vocabulary teaching tend to neglect the connections between words, in order to give the students vocabulary dictionary meaning, greatly reduce the efficiency of learning. There are half of the total number of Chinese characters in Korean vocabularywords, the words in Korean daily use produce important influence. In the study of Korean, whether can accurately grasp the Chinese characters word or not directly determines the learning effect. To establish connection of the Chinese characters in Korean and Chinese vocabularywords, using lexical meaning changes to master the homographs will achieve the twice the result with half the effort.

In a study of the vocabulary proficiency of some South African ESL teacher trainees, the General Service List of English Words' validity was evaluated. It was found that mastery of this list would meet most of the vocabulary needs of the test group. Recommendations are made for practical uses of word counts. (MSE)

Up-to-date entries cover technology terms, and sections on vocabulary and grammar offer helpful tips. Each word is accompanied by a brief definition, a sentence demonstrating proper usage, and a translation.

Children with unilateral cochlear implants (CIs) may have delayed vocabulary development for an extended period after implantation. Bilateral cochlear implantation is reported to be associated with improved sound localization and enhanced speech perception in noise. This study proposed that bilateral implantation might also promote early vocabulary development. Knowledge regarding vocabulary growth and composition in children with bilateral CIs and factors associated with it may lead to improvements in the content of early speech and language intervention and family counselling. To analyse the growth of early vocabulary and its composition during the first year after CI activation and to investigate factors associated with vocabulary growth. The participants were 20 children with bilateral CIs (12 boys; eight girls; mean age at CI activation = 12.9 months). Vocabulary size was assessed with the Finnish version of the MacArthur Communicative Development Inventories (CDI) Infant Form and compared with normative data. Vocabulary composition was analysed in relation to vocabulary size. Growth curve modelling was implemented using a linear mixed model to analyse the effects of the following variables on early vocabulary growth: time, gender, maternal education, residual hearing with hearing aids, age at first hearing aid fitting and age at CI activation. Despite clear vocabulary growth over time, children with bilateral CIs lagged behind their age norms in receptive vocabulary during the first 12 months after CI activation. In expressive vocabulary, 35% of the children were able to catch up with their age norms, but 55% of the children lagged behind them. In receptive and expressive vocabularies of 1-20 words, analysis of different semantic categories indicated that social terms constituted the highest proportion. Nouns constituted the highest proportion in vocabularies of 101-400 words. The proportion of verbs remained below 20% and the proportion of function words and

This article discusses the importance of mathematical vocabulary, difficulties students encounter in learning this vocabulary, and some instructional strategies. Two general methods for teaching vocabulary are discussed: context and explicit vocabulary instruction. The methods are summarized as they apply to mathematical vocabulary instruction and…

Language independent `bag-of-words' representations are surprisingly effective for text classification. The generic BOW approach is based on a high-dimensional vocabulary which may reduce the generalization performance of subsequent classifiers, e.g., based on ill-posed principal component...... transformations. In this communication our aim is to study the effect of sensitivity based pruning of the bag-of-words representation. We consider neural network based sensitivity maps for determination of term relevancy, when pruning the vocabularies. With reduced vocabularies documents are classified using...... a latent semantic indexing representation and a probabilistic neural network classifier. Pruning the vocabularies to approximately 20% of the original size, we find consistent context recognition enhancement for two mid size data-sets for a range of training set sizes. We also study the applicability...

Full Text Available Bag-of-visual-words has been shown to be a powerful image representation and attained great success in many computer vision and pattern recognition applications. Usually, for a given dataset, researchers choose to build a specific visual vocabulary from the dataset, and the problem of deriving a universal visual vocabulary is rarely addressed. Based on previous work on the classification performance with respect to visual vocabulary sizes, we arrive at a hypothesis that a universal visual vocabulary can be obtained by taking-into account the similarity extent of keypoints represented by one visual word. We then propose to use a similarity threshold-based clustering method to calculate the optimal vocabulary size, where the universal similarity threshold can be obtained empirically. With the optimal vocabulary size, the optimal visual vocabularies of limited sizes from three datasets are shown to be exchangeable and therefore universal. This result indicates that a universal and compact visual vocabulary can be built from a not too small dataset. Our work narrows the gab between bag-of-visual-words and bag-of-words, where a relatively fixed vocabulary can be used with different text datasets.

The main purpose of this volume is to provide a complement to Towards a grammatical description of Palula (Liljegren 2008). The 1460 main entries included in the present work are limited to those lexical items that are cited or exemplified in the aforementioned work. The work is the result of linguistic research in and with the Palula community (Pakistan). It contains much of the basic vocabulary used in today's Palula, presented along with illustrative example sentences, grammatical informat...

Language is a mirror of culture, and they are symbiosis. Lexicography, as a fundamental constituent of language, can in turn cast light on the development of language and culture. With the explanation of the arbitrariness of language in Saussure’s Course in General Linguistics, it can be concluded that some words are motivated to some extent. Based on the etymological mo⁃tivation of words, it tends to show the significance in the teaching and learning of English lexicography.% 语言是文化的镜子，它们之间存在强烈的共生关系。词汇是语言的基本组成部分，是语言的基石。研究词汇就能看到一个语言的演变历史，从而看到文化的历史。在索绪尔《普通语言学教程》阐述的语言任意性的前提条件下，可以发现很多词汇还是有一定理据性的。从英语词汇的词源学角度分析，可见词汇的理据在国内英语词汇教与学中的重要性和方法论价值。

This paper developed an adaptive Business English self-learning system for EFL vocabulary learning. The components of word reoccurrence and learner engagement have been built into the system where the amount of unknown word reexposure in various customized texts increases and vocabulary enhancement tasks are added to promote learner engagement with wanted words. To evaluate the system effectiveness on EFL vocabulary learning, the experimental group read system-screened texts with immediate an...

从词义，词性和词的形式三个方面探讨如何指导学生做"根据句意及首字母提示填单词。%In this paper,the ideas are about the author’s many years teaching experience and the experience of tutoring students vocabulary questions; From the meaning,part of speech and word form three aspects to discuss how to guide students to do "based on the sentence and the first letter words.

Performance on a battery of tests of vocabularywords by 72 college students was compared as a function of whether the prior instruction involved presenting material in an organized or scrambled fashion. Organizing vocabularywords during study facilitated performance in categorizing, processing for understanding, or producing a word. (SLD)

Full Text Available This literature review aims to analyze previous studies that address the incidental learning of vocabulary in second language acquisition. The articles included in this literature review look into the understanding of vocabulary learning through incidental means, the relationship of reading and incidental vocabulary learning, and the strategies and tasks that promote the incidental learning of vocabulary. The findings show that L2 learners develop much of their vocabulary by incidental means through exposure to words in informative contexts. Moreover, this exposure is promoted by reading, and enhanced through multimodal glosses. Further research may focus on listening for higher lexical retention rates, the circumstances that allow incidental learning of multi-word phrases and collocations, and the use of technology-based methods for incidental vocabulary acquisition.

Full Text Available This study intended to inspect the possible effects of vocabulary cluster on Iranian Intermediate EFL learners' vocabulary achievement. It was based on the comparison between semantically and thematically –related sets to find out which type of vocabulary learning cluster was more effective on learners vocabulary learning. Sixty intermediate EFL learners were selected based on their performance on OPT test and then were randomly assigned into three groups each containing 20 subjects (one control and two experimental groups. Quasi-experimental design was used in which Pre-test and post-test were administered to collect data. The researcher employed Nations word level test as the pre-test to examine the participants' initial knowledge of common words. The experimental group (A worked on thematic clustering, while experimental group (B received instruction on semantic clustering and the control group received placebo. Next, all participants took part in vocabulary size test to evaluate the vocabulary achievement of the participants. The scores obtained from pre-test and post-test were analyzed through running paired sample t-test, and one-way ANOVA. The results indicated that the experimental group (B which received semantically related sets outperformed the control group & the experimental group (A which received thematically related sets. This may have significant implications for language instructors, syllabus designers, and learners to make more advancement in vocabulary learning process through employing vocabulary cluster.

Our qualitative literature review of 31 published studies found that (a) three major approaches are used in early childhood classrooms to support children's vocabulary learning--exposing children to advanced words, providing direct word-meaning instruction, and employing mixed-method interventions; (b) these practices support children's learning…

Full Text Available The relationship between meanings of words and their sound shapes is to a large extent arbitrary, but it is well known that languages exhibit sound symbolism effects violating arbitrariness. Evidence for sound symbolism is typically anecdotal, however. Here we present a systematic approach. Using a selection of basic vocabulary in nearly one half of the world’s languages we find commonalities among sound shapes for words referring to same concepts. These are interpreted as due to sound symbolism. Studying the effects of sound symbolism cross-linguistically is of key importance for the understanding of language evolution.

Ankara : Institute of Economics and Social Sciences of Bilkent Univ., 2000. Thesis (Master's) -- Bilkent University, 2000. Includes bibliographical references leaves 40-43 Teaching words in collocations is a comparatively new technique and it is accepted as an effective one in vocabulary teaching. The purpose of this study was to find out whether teaching vocabulary would result in better learning and remembering vocabulary items. This study investigated the differences betw...

From illustrating the significance of cultural elements in vocabulary teaching, and the ctmtparison of some major differences between English and Chinese words, this paper emphasizes the indivisible relationship between vocabulary and culture. International cultural exchange occurring more and more often, this paper attempts to guide students to better understand the cultural connotation of vocabulary, enhance their awareness towards the target culture, improve their comtprehensive language skills, and, develop their cross-cultural communicative ctmtpetence.

In this study, the authors evaluated the efficacy of a Spanish-English versus English-only vocabulary intervention for dual-language learners (DLLs) with language impairment compared to mathematics intervention groups and typically developing controls with no intervention. Further, in this study the authors also examined whether the language of instruction affected English, Spanish, and conceptual vocabulary differentially. The authors randomly assigned 202 preschool DLLs with language impairment to 1 of 4 conditions: bilingual vocabulary, English-only vocabulary, bilingual mathematics, or English-only mathematics. Fifty-four DLLs with typical development received no intervention. The vocabulary intervention consisted of a 12-week small-group dialogic reading and hands-on vocabulary instruction of 45 words. Postintervention group differences and linear growth rates were examined in conceptual, English, and Spanish receptive and expressive vocabulary for the 45 treatment words. Results indicate that the bilingual vocabulary intervention facilitated receptive and expressive Spanish and conceptual vocabulary gains in DLLs with language impairment compared with the English vocabulary intervention, mathematics intervention, and no-intervention groups. The English-only vocabulary intervention differed significantly from the mathematics condition and no-intervention groups on all measures but did not differ from the bilingual vocabulary intervention. Vocabulary growth rates postintervention slowed considerably. Results support the idea that bilingual interventions support native- and second-language vocabulary development. English-only intervention supports only English. Use of repeated dialogic reading and hands-on activities facilitates vocabulary acquisition.

Full Text Available Problem Statement: Models of academic vocabulary use need to address discursive and functional linguistics perspectives in order to enhance construct validity and authenticity in academic vocabulary assessment, particularly with regard to the testing of word families.Purpose of Study: To provide a clearer picture of academic vocabulary use that can inform the design of academic vocabulary testing by enhancing construct validity and authenticity.Method: A survey of the literature on academic vocabulary has been conducted to present various perspectives and their shortcoming. Then, findings from the functional linguistics and discourse analysis traditions with regard to vocabulary use are discussed. An example of a testing item incorporating functional perspectives on the use of derivatives within a lemma is presented.Conclusion: Incorporating functional and discursive findings related to the discourse-structuring functions of multiple derivatives of a single lemma may lead to more valid and authentic academic vocabulary tests and teaching practices.

Full Text Available The aim of this study was to find out the effect of using vocabulary flooding technique on Iranian EFL elementary learners’ vocabulary learning at the recognition level. A pretest-posttest control group design was used in this quasi-experimental research. The study was conducted at a secondary school in Sahand, a city located in the East-Azerbaijan province in Iran. Four intact grade-three classes were considered for the study. A KET test was administered and based on its results, two classes were selected as the homogenous ones, which were randomly assigned into the vocabulary flooding (experimental and no vocabulary flooding (control groups, each with 30 students. After the vocabulary recognition pretest, supplementary vocabulary teaching was used as the treatment in both groups. In the Experimental group, the target words were presented and practiced in flooding form, that is, in six or more sentences, while in the Control group, students were taught and practiced in only one sentence. After the treatment, two posttests (immediate and delayed were conducted in both groups. The results of the One-way within-subjects and between-subjects Repeated-Measures ANOVA revealed that there were statistically significant differences within and between the experimental and control groups in the three vocabulary recognition tests. It was found that the participants’ receptive vocabulary knowledge was improved in the experimental group as a result of using vocabulary flooding technique. The implications are provided for the syllabus designers, textbook writers and EFL teachers.

Third semester college students of French viewed part of a film, read part, and then were given a surprise vocabulary test with colloquial words from the text. Their performance, compared to a control group, suggests that incidental vocabulary acquisition is possible in a foreign language situation. The test is appended. (Contains eight…

25 engineering students in India, who were highly motivated to improve their English, filled out a questionnaire about their reading habits in English and took a demanding vocabulary test based on words taken from preparation books for the Graduate Records Examination. The correlation between reading habits and vocabulary was substantial (r = .78).

This paper supports the hypothesis that picture vocabulary tests should not be used as interchangeable measures of intelligence for complex, lengthy intelligence tests (WISC and Stanford-Binet). In picture vocabulary tests assessing receptive functions (input), the child recognizes a word by pointing to or stating the number standing for an…

Vocabulary is one of the cores of language abilities in communication. As the main means to help students learn new words and expressions, vocabulary teaching is very important. Constructivism and constructivist learning theory are proposed by the Swiss psychologist Piaget at the earliest, and then completed by many linguists and psychologists to form a rigorously theoretical system.

Although vocabulary development is an important part of the social studies curriculum, vocabulary activities are often inadequate, leaving students with cursory knowledge of terms. Worse still is the fact that many of the most critical words demarcating the field are not included in those activities. Therefore, a transformation from viewing…

Investigated the number of times a word must be encountered in order to be learned and the types of contexts that are conducive to learning in a vocabulary acquisition study with Quebec school-aged English-as-a-Second-Language learners at five levels of proficiency. Learners read text and were tested on new vocabulary and learned and unlearned…

This article describes the efforts of a U.S. History teacher to directly teach word meanings using the "robust vocabulary instruction" (RVI) approach, because research supports this method as a way to improve vocabulary knowledge for a range of students, including adolescents reading below grade level (i.e., struggling readers) and…

The associations between vocabulary growth and reading development were examined longitudinally for a representative sample of Dutch children throughout the elementary school period. Data on basic and advanced vocabulary, word decoding, and reading comprehension were collected across the different grades. The results showed significant progress on…

The keyword method is a mnemonic device limited to teaching vocabulary items. It involves association of a bizarre image with the meaning of the word and can take on the attractive qualities of a game. Results indicate that motivation and interest are stimulated and vocabulary skills improved. (AMH)

This research examined the effectiveness of three different learning strategies on Korean EFL students' vocabulary comprehension and retention: context, semantic mapping, and word lists. 116 college freshmen were placed into one of the three treatments of vocabulary instruction. Subjects were tested on varying levels of vocabulary knowledge using…

An essential element of science instruction is content literacy. In order to improve literacy specific to science, vocabulary must be addressed. As Jitendra et al. (2004) pointed out, "because learning vocabulary during independent reading is very inefficient for students with reading difficulties, vocabulary and word learning skills must be…

Vocabulary plays an important part in second language learning and there are many existing techniques to facilitate word acquisition. One of these methods is code-switching, or mixing the vocabulary of two languages in one sentence. In this paper the authors propose an experimental system for computer-assisted English vocabulary learning in…

Using structural equation modeling analysis, this study examined the contribution of vocabulary and grammatical knowledge to second language reading comprehension among 190 advanced Chinese English as a foreign language learners. Vocabulary knowledge was measured in both breadth (Vocabulary Levels Test) and depth (Word Associates Test);…

Previous studies have shown that reading is an important source of incidental second language (L2) vocabulary acquisition. However, we still do not have a clear picture of what happens when readers encounter unknown words. Combining offline (vocabulary tests) and online (eye-tracking) measures, the incidental acquisition of vocabulary knowledge…

This practical, inexpensive volume features over 1,000 common French words, each accompanied by a French sentence demonstrating proper usage. Also included are definitions arranged by such categories as family, food, numbers, and more. (These words are not repeated in the alphabetical section.) A page of Vocabulary Tips explains how to easily recognize hundreds of French/English cognates.

Full Text Available Vocabulary knowledge is central to a speaker's command of their language. In previous research, greater vocabulary knowledge has been associated with advantages in language processing. In this study, we examined the relationship between individual differences in vocabulary and language processing performance more closely by (i using a battery of vocabulary tests instead of just one test, and (ii testing not only university students (Experiment 1 but young adults from a broader range of educational backgrounds (Experiment 2. Five vocabulary tests were developed, including multiple-choice and open antonym and synonym tests and a definition test, and administered together with two established measures of vocabulary. Language processing performance was measured using a lexical decision task. In Experiment 1, vocabulary and word frequency were found to predict word recognition speed while we did not observe an interaction between the effects. In Experiment 2, word recognition performance was predicted by word frequency and the interaction between word frequency and vocabulary, with high-vocabulary individuals showing smaller frequency effects. While overall the individual vocabulary tests were correlated and showed similar relationships with language processing as compared to a composite measure of all tests, they appeared to share less variance in Experiment 2 than in Experiment 1. Implications of our findings concerning the assessment of vocabulary size in individual differences studies and the investigation of individuals from more varied backgrounds are discussed.

Vocabulary knowledge is central to a speaker's command of their language. In previous research, greater vocabulary knowledge has been associated with advantages in language processing. In this study, we examined the relationship between individual differences in vocabulary and language processing performance more closely by (i) using a battery of vocabulary tests instead of just one test, and (ii) testing not only university students (Experiment 1) but young adults from a broader range of educational backgrounds (Experiment 2). Five vocabulary tests were developed, including multiple-choice and open antonym and synonym tests and a definition test, and administered together with two established measures of vocabulary. Language processing performance was measured using a lexical decision task. In Experiment 1, vocabulary and word frequency were found to predict word recognition speed while we did not observe an interaction between the effects. In Experiment 2, word recognition performance was predicted by word frequency and the interaction between word frequency and vocabulary, with high-vocabulary individuals showing smaller frequency effects. While overall the individual vocabulary tests were correlated and showed similar relationships with language processing as compared to a composite measure of all tests, they appeared to share less variance in Experiment 2 than in Experiment 1. Implications of our findings concerning the assessment of vocabulary size in individual differences studies and the investigation of individuals from more varied backgrounds are discussed.

探讨了一些英语词汇的学习方略.正如古希腊神话对英语语言有着巨大的影响,许多起源于此的英语单词启发我产生出一种有效的词汇记忆法--载体运用.通过列举一些古希腊神话中具体而又有特殊意义的单词,结合其与普通单词记忆方法的比较,介绍给读者载体运用词汇记忆法.同时进行了一些理论分析,以明确其理论依据和教学意义.%This article mainly deals with the English vocabulary learning strategies. Just as the Greek mythology has a large influence on English, a lot of words derived from it enlightened me with an effective mnemonic method carriers-used method. In this article, compared with general vocabulary learning strategies, carriers-used method will be introduced to readers through detailed and typical word examples from Greek mythology. The learners will soon form their own carriers during the vocabulary learning. Also, theoretical aspects will be analyzed to show the theoretical considerations and pedagogical implications.

Full Text Available This paper seeks to explore through interviews the vocabularies of happiness that interviewees invoke in face-to-face interactions to account for their happiness or lack thereof and, especially, for the (unhappiness of others. In other words, how do respondents present their own or others’ happiness – be they close or distant acquaintances, or people in general, in an interview conversation? Also, what understanding of others do these accounts make visible? This work embraces a discursive psychological (DP perspective, focusing on how different versions of happiness are being put together by respondents presenting themselves as competent and credible individuals, while at the same time positioning themselves in a moral order of happiness.

Shakespeare, who worked actively with words through punning, playing, and inventing, serves as the model for students to experience a deepening knowledge of vocabulary and love of words. Through instructional activities aimed at increasing word play, word exposure, and word consciousness, students gain the verbal capacity needed to understand…

Shakespeare, who worked actively with words through punning, playing, and inventing, serves as the model for students to experience a deepening knowledge of vocabulary and love of words. Through instructional activities aimed at increasing word play, word exposure, and word consciousness, students gain the verbal capacity needed to understand…

Vocabulary is very necessary in language teaching and acquisition.If students have a certain amount of vocabulary,they will overcome many difficulties in reading.listening、 speaking and writing.In vocabulary teaching,scholars have been working hard to find better ways.This paper attempts to find how to improve students’ enthusiasm of learning vocabulary and teach vocabulary more successfully and effectively.

Medical English vocabulary is considered to be one of indispensable components of language.Indeed, vocabulary forms the backbone and essence of medical English.All second language learners and their teachers are well aware of the fact that learning a second language involves the learning of a large number of words.Without the knowledge of words,language learning will turn out to be "a castle in the air".

This article is primarily bidirectional in that it is concerned with two fields of cognitive styles of field-dependency/independency on one hand and breadth of vocabulary knowledge on the other hand. In other word, this research is primarily intended to investigate the nature of the students' vocabulary knowledge in the field of passive and active knowledge of L2 words as a whole with regard to their preferred cognitive style of field dependency/independency. A group of 60 undergraduate stude...

Full Text Available Vocabulary plays an important role because it links to the four skills of listening, speaking, reading, and writing. Those aspects should be integrated in teaching and learning process of English. However, the students must be able to know the meaning of each word or vocabulary of English in order to master the four skills. It is as a mean to create a sentence in daily communication to show someone’s feeling, opinion, idea, desire, etc. So that, both speakers understand what the other speaker mean. However, English as a second language in Indonesia seems very hard for the students to master vocabulary of English. It makes them not easy to be understood directly and speak fluently. The students, sometimes, get difficulties in understanding, memorizing the meaning of the vocabulary, and getting confused in using the new words. There must be an effective strategy to attract students’ interest, break the boredom, and make the class more lively. Based on the writer experience, Colourful Puzzle Game is able to make the students learn vocabulary quickly. It needs teacher’s creativity to create the materials of this game based on the class condition. The teacher just need a game board made from colourful papers, write any command and prohibition words on it. A dice is a tool to decide where the player should stop based on the number. Some pins as counter as sign of each player.

Full Text Available A vocabulary is a linguistic resource that helps manage, query and retrieve information and/or knowledge via words. If vocabularies are built and used in electronic format, they are referred as e-vocabularies. E-vocabularies have been used in Education to help teachers and students to, amongst many issues, (1 comprehend and relate the concepts and the objects of a given knowledge domain; (2 understand and learn languages, be they specialized or not; and (3 identify, describe and query knowledge and digital educational resources. Despite its utility, it is in this field where vocabularies seem to be less systematically developed, known, studied, analyzed, compared and/or linked. For this reason, we thought it was an opportunity to edit a dedicated volume with real experiences concerning the construction, use and evaluation of electronic vocabularies relating to education, and their application to the Internet and e-learning. The result is, finally, this Special Issue with five papers that represent part of the current state-of-the-art in the construction and use of e-vocabularies and education.

Full Text Available This paper developed an adaptive Business English self-learning system for EFL vocabulary learning. The components of word reoccurrence and learner engagement have been built into the system where the amount of unknown word reexposure in various customized texts increases and vocabulary enhancement tasks are added to promote learner engagement with wanted words. To evaluate the system effectiveness on EFL vocabulary learning, the experimental group read system-screened texts with immediate and repeated contacts with individuals’ unknown words and performed vocabulary tasks specific to those unknown words, while the control group read online texts without unknown word reoccurrence and vocabulary practice. After one semester, these two groups were measured by one online vocabulary test, and an online user satisfaction investigation was also administered to the experimental group. The study found that the experimental group reading customized texts to reexpose to previously encountered unknown words in different texts along with doing individualized vocabulary exercises performed significantly better in EFL vocabulary learning than the other group. It was also found that the system was appealing for the learners to show positive attitudes toward the use of the system. The study demonstrated that the constructed adaptive Business English self-learning system could effectively promote vocabulary growth.

Academic vocabulary is in fashion, as witnessed by the increasing number of books published on the topic. In the first part of this book, Magali Paquot scrutinizes the concept of academic vocabulary and proposes a corpus-driven procedure based on the criteria of keyness, range and evenness of distribution to select academic words that could be part of a common-core academic vocabulary syllabus. In the second part, the author offers a thorough analysis of academic vocabulary in the International Corpus of Learner English (ICLE) and describes the factors that account for learners difficulties in

This paper mainly centers on the development of American English vocabulary and its causes .To English learners, it will be helpful for them to get to know clearly the outline of American English vocabulary and find answers to many puzzling phenomena, such as why the American English vocabulary is so numerous and jumbled; why there are so many foreign words; why the synonyms are so plentiful and why the spellings of American English are so disorderly, etc. Meanwhile, through vocabulary study, English learners can know well American history, politics, economy, culture, social problem, science and technology and so on.

For the large number of low-frequency words in .foreign language vocabulary acquisition, the strategy many experts in language teaching methods have been advocating is to teach the students the ways to guess .from context. However, two American scholars, Schatz and Baldwin (1986), on the basis of their experiments made on American students, argued that contextual clues are unreliable predictors of word meanigs.Context does not usually provide clues, but inhibit the correct prediction of word meanings just as o[ten as they facilitate them.

English language is the most common working language.In the history of its development,English has widened its vocabulary by borrowing.Borrowing plays an important role in the formation of modern English.Chinese loan words are a part in the family of all the loan words.Therefore,the number of loan words which originate from Chinese is not that great,but they hold an important role in contemporary English.

This study examines how STEM (science, technology, engineering, and mathematics) inquiry-based learning through a hands-on engineering design can be beneficial in helping students acquire academic vocabulary. This research took place in a second grade dual- language classroom in a public, suburban elementary school. English language learners, students who speak Spanish at home, and native English speakers were evaluated in this study. Each day, students were presented with a general academic vocabulary focus word during an engineering design challenge. Vocabulary pre-tests and post-tests as well as observation field notes were used to evaluate the student's growth in reading and defining the focus academic vocabularywords. A quiz and KSB (knowledge and skill builder) packet were used to evaluate students' knowledge of science and math content and engineering design. The results of this study indicate that engineering design is an effective means for teaching academic vocabulary to students with varying levels of English proficiency.

Full Text Available This study explores the extent to which vocabulary size matters in academic literacy. Participants (first-year students at North-West University were administered the Vocabulary Levels Test (Schmitt, Schmitt and Clapham 2001. Scores from the test were used to estimate students’ vocabulary size and were subsequently mapped onto the levels distinguished by the Test of Academic Literacy Levels (TALL. Estimates show that, on average, the vocabulary size of first-year students at North-West University is approximately 4,500 word families, a size large enough to allow them to follow lectures in English. Furthermore, students with large vocabularies were found to have higher academic literacy proficiency, which establishes a strong relationship between vocabulary size and academic literacy. This relationship was also observed at the different word frequency bands the Vocabulary Levels Test consists of. These results support previous findings which established a relationship between vocabulary size and reading (cf. Nation 2006, and between vocabulary size and overall language proficiency (cf. Beglar 2010, Meara and Buxton 1987, Meara and Jones 1988, Nation and Beglar 2007, which could be extended to academic literacy. Furthermore, a stronger relationship between vocabulary size and academic literacy was found towards more infrequent word bands, indicating that infrequent word bands may best predict academic literacy. On the basis of these findings, we discuss possible strategies to adopt in order to assist some first-years with expanding their vocabularies.

Early, effective instruction to introduce both science vocabulary and general academic language may help children build a strong conceptual and linguistic foundation for later instruction. In this study, a design research intervention was employed to expose children to a variety of interrelated science content words to increase both the breadth…

Games offer more than just fun and play, and the analyses suggest that varying vocabulary activities is important if learners are to practice all the aspects of word knowledge. However, despite all the evidence, just claiming that playing games is a good way to practice the language is often not enough to win the argument. Because author Nico…

The main purpose of this study is to help students increase their vocabulary learning in context because when learners participate in a special class with different activities and keep in mind the situation, they remember new words. The study was carried out in the action research method, and the activities provided to students encouraged learning and motivated
them to practice English more.

Children's ability to learn and retain new words is fundamental to their vocabulary development. This study examined word retention in children learning a home language (L1) from birth and a second language (L2) in preschool settings. Participants were presented with sixteen novel words in L1 and in L2 and were tested for retention after…

The aim of this study is to investigate the relationship between morphological awareness and vocabulary knowledge of Iranian high school students. Nation's Vocabulary Level Test (VLT) was used to test students' knowledge of words drawn from the 2000, 3000 and 5000 most frequent occurring word families. Two morphological awareness tasks (a morpheme…

Children with primary language impairment (PLI) demonstrate deficits in morphosyntax and vocabulary. We studied how these deficits may manifest in the core vocabulary use of bilingual children with PLI. Thirty bilingual children with and without PLI who were matched pairwise (experimental group) narrated two Spanish and two English stories in kindergarten and first grade. Core vocabulary was derived from the 30 most frequently used words in the stories of 65 and 37 typically developing (TD) first graders (normative group) for Spanish and English, respectively. The number of words each child in the experimental group produced out of the 30 identified core vocabularywords and frequency of each of the core words produced each year were analysed. Children with PLI produced fewer core vocabularywords compared to their TD peers after controlling for total words produced. This difference was more pronounced in first grade. They produced core vocabularywords less frequently in kindergarten than their TD peers. Both groups produced core vocabularywords more frequently in English than Spanish. Bilingual children with PLI demonstrate a less productive core vocabulary use compared to their TD peers in both their languages illustrating the nature of their grammatical and lexical-semantic deficits.

Content vocabulary is essential for children's comprehension of informational text. Teachers will need to support children in developing the technical or specialized words they need for informational text and in linking these words to key concepts in content area instruction. This article describes the vocabulary instruction that was observed…

Full Text Available This paper surveys some current developments in second language vocabulary assessment, with particular attention to the ways in which computer corpora can provide better quality information about the frequency of words and how they are used in specific contexts. The relative merits of different word lists are discussed, including the Academic Word List and frequency lists derived from the British National Corpus. Word frequency data is needed for measures of vocabulary size, such as the Yes/No format, which is being developed and used for a variety of purposes. The paper also reviews work on testing depth of knowledge of vocabulary, where rather less progress has been made, both in defining depth as a construct and in developing tests for practical use. Another important perspective is the use of vocabulary within particular contexts of use or registers, and recent corpus research is extending our understanding of the lexical features of academic registers. This provides a basis for assessing learners’ ability to deploy their vocabulary knowledge effectively for functional communication in specific academic contexts. It is concluded that, while current tests of vocabulary knowledge are valuable for certain purposes, they need to be complemented by more contextualised measures of vocabulary use.

Full Text Available This study examines the potential of content area textbooks as a lexical environment for incidental vocabulary learning. The two questions proposed are how many rarely-used words content area textbooks contain within a particular number of words, and how different or similar the frequency of rarely-used words is in the linguistic studies and non-linguistic studies textbooks. This study concludes that content area textbooks contain a relatively high frequency of words within Nat3 and Nat4 levels. The high percentage of rarely-used words indicates that content area textbooks are rich sources for vocabulary learning. The findings also suggest that different kinds of textbooks in the content courses can be rich lexical environments for the study of second language vocabulary

朝鲜语与汉语属于不同的语系，但朝鲜语从中国汉语借用的汉字词却占词汇总数的半数以上。两国词汇在长期使用过程中，有一部分朝鲜语汉字词与对应汉语词汇保持了形和义的契合，但也有一些词汇在形和义上发生了不同程度的变化。根据两者形和义的对应性，可以将汉字词分为同形同义汉字词、同形异义汉字词和同义异形汉字词。从比较语言学的角度对其进行对比研究，不难发现朝鲜语汉字词与其对应的现代汉语词汇的异同是有规可循的。%Korean and Chinese belong to different language families,but the Korean han words borrowed from Chinese from China is more than half of the total number of words.Words between the two countries are in the process of long-term use.Some Korean han words with the corresponding Chinese vocabulary maintain the shape and fit,but there are some words on the shape and different degrees of changes have taken place.Ac-cording to the shape and the correspondence,han words can be divided into han and was largely YiHan words and spelling words and synonym alien words of Chinese.Carrying on the comparative study from the perspective of comparative linguistics,it is not difficult to find that there are rules about the similarities and differences be-tween the modern Chinese vocabulary.

Communication samples generated by five nonspeaking adults using Canon Communicators were collected for 14 consecutive days. Samples were analyzed to determine frequency of word occurrence. A core vocabulary of the 500 most frequently occurring words was analyzed further to determine spelling level and proportion of complete communication samples represented by subsets of the core vocabulary list. The 500 core vocabularywords represented 80% of the total words in the combined communication samples for the 5 subjects. Of all messages generated by the subjects, 33% could be communicated in their entirety using words from the core vocabulary list. The communication of the remaining messages required one or more words in addition to the core vocabulary. The spelling grade level of the words in the core vocabulary list did not exceed the seventh grade. The implications of the results for designing and customizing communication aids and for potential user training are discussed.

Grammar provides the overall patterns, and vocabulary is the material to put in the patterns. Without grammar we can convey a little, but without vocabulary we can convey nothing. Vocabulary teaching is an indispensable part of English curriculum. Art is a kind of creation. Teaching vocabulary artistically can make teachers and students build up created consciousness in teaching and learning vocabulary activities and teachers put their experience and emotions towards beauty into teaching activities to raise general vocabulary teaching activities to appreciation of beauty and creative activities, convert bitter into happy, tense into ease. Thus the non-intellectual factors like motive, interest, emotion, self-confidence and so on can be developed naturally and they will elaborate a great part in English vocabulary teaching. At the same time, the relationship between teachers and students can get improved fundamentally furthest and it pushes vocabulary teaching powerfully in turn.

The talk children hear from their primary caregivers predicts the size of their vocabularies. But children who spend time with multiple individuals also hear talk that others direct to them, as well as talk not directed to them at all. We investigated the effect of linguistic input on vocabulary acquisition in children who routinely spent time with one vs. multiple individuals. For all children, the number of words primary caregivers directed to them at age 2 ; 6 predicted vocabulary size at age 3 ; 6. For children who spent time with multiple individuals, child-directed words from all household members also predicted later vocabulary and accounted for more variance in vocabulary than words from primary caregivers alone. Interestingly, overheard words added no predictive value to the model. These findings suggest that speech directed to children is important for early word learning, even in households where a sizable proportion of input comes from overheard speech.

Rote memorization of vocabulary has long been a common way for Chinese students to learn lexical items. Cultural, educational background and traditional teaching practice in China are identified to be the factors that contribute to many students' heavy reliance on memorization as their sole approach to vocabulary learning. In addition to rote…

The thesis is concerned with the acculturation in English words.More specifically,some consideration will be given to the why and how of learning culture.It will be demonstrated that learning a foreign language is not tantamount to giving a homily on syntactic structures or learning new vocabulary and expressions,but mainly incorporates,or should incorporate,some cultural elements,which are intertwined with language itself.The main premise of the paper is that apart from enhancing and enriching communicative competence,cultural competence can also lead to empathy and respect toward different cultures as well as promote objectivity and cultural perspicacity.

In this essay four types of vocabulary tests are examined and the focus is on the variety in vocabulary tests. The main incentive with writing this essay was to make an overview of vocabulary measurement tools and to examine whether there existed a standardized vocabulary test. In the first chapter an attempt is made to answer the question of what vocabulary knowledge is. Receptive and productive knowledge of vocabulary is discussed as well as the distinction of vocabulary into breadth and...

This study examined whether English-only vocabulary instruction or English vocabulary instruction enhanced with Spanish bridging produced greater word learning in young Spanish-speaking children learning English during a storybook reading intervention while considering individual language characteristics. Twenty-two Spanish-speaking children learning English (ages 4-6) who participated in a summer education program for migrant families were randomly assigned to receive 2 weeks of each instruction: (a) word expansions in English or (b) English readings with word expansions in Spanish. Researcher-created measures of target vocabulary were administered, as were English and Spanish standardized measures of language proficiency and vocabulary. Results revealed significant improvement in naming, receptive knowledge, and expressive definitions for those children who received Spanish bridging. Spanish expansions produced the greatest gains in the children's use of expressive definitions. Initial language proficiency in both languages was found to affect participants' gains from intervention, as those with limited skills in both languages showed significantly less vocabulary growth than those with strong skills in Spanish. Additional benefits to using Spanish expansions in vocabulary instruction were observed. Future research should explore additional ways of enhancing the vocabulary growth of children with limited skills in both languages in order to support and strengthen the child's first language and promote second language acquisition.

This article makes use of Perfetti's Lexical Quality Hypothesis as a perspective for thinking about vocabulary instruction in terms of semantics (meaning), phonology (pronunciation), orthography (spelling), morphology (meaningful word parts), and syntax (how words function in sentences). Examples are presented of how these aspects of vocabulary…

This article makes use of Perfetti's Lexical Quality Hypothesis as a perspective for thinking about vocabulary instruction in terms of semantics (meaning), phonology (pronunciation), orthography (spelling), morphology (meaningful word parts), and syntax (how words function in sentences). Examples are presented of how these aspects of vocabulary…

According to Beck, McKeown, and Kucan's Three Tier Model (2002), when it comes to language instruction the distinction between academic vocabularywords and content specific words has a significant bearing on the language success of English language learners (ELLs). In this article, the author describes strategies that give teachers and parents…

The ways that students learn new words when studying a foreign language is not well understood. Research in this field has commonly investigated the effectiveness of the application of certain vocabulary learning strategies. Relatively few of the studies have investigated the strategies that students use to learn new words. This paper reports the…

This paper reports on a quasi-experimental study of the effect of different vocabulary study materials and strategies used by upper-intermediate English as a foreign language students in higher education. Students were assigned a selection of 163 words from the Academic Word List and were provided with different types of study materials. They were…

To find an easy-to-use, automated tool to identify technical vocabulary applicable to learners at various levels, nine statistical measures were applied to the 7.3-million-word "commerce and finance" component of the British National Corpus. The resulting word lists showed that each statistical measure extracted a different level of specialized…

In this article, the authors make a case for teaching vocabulary in the elementary grades through a focus on the morphological structure of words, in particular English words that are derived through Latin and Greek roots and affixes. The authors present a set of engaging instructional ideas for the use of Latin and Greek derivations to teach…

Compares effectiveness of four different methods for acquiring initial reading vocabulary--onset plus vowel, rimes, phoneme segmentation and blending, and simple repetition of whole words. Finds that beginning nonreaders acquired the trained words fastest in the onset and rime conditions, and most slowly in the whole word condition. Finds the same…

Teaching vocabulary plays an essential role in English class. How to improve the efficiency of teaching and learning vo⁃cabulary has attracted much attention. This paper tries to analyse the importance of vocabulary and the problems of teaching and learning vocabulary. The author will give the corresponding strategies from the point of involvements of knowing a word.

Adults often use simple words instead of complex words when talking to young children. Reasons vary from teachers' beliefs that young children cannot understand sophisticated vocabulary because they are too young or have limited language skills, to teachers' unfamiliarity with complex words or with strategies for supporting vocabulary. As a…

The aim of this study was to develop a core vocabulary list for young children with intellectual disabilities between 2 and 7 years of age because data from this population are lacking in core vocabulary literature. Children with Down syndrome are considered one of the most valid reference groups for researching developmental patterns in children with intellectual disabilities; therefore, spontaneous language samples of 30 Dutch children with Down syndrome were collected during three different activities with multiple communication partners (free play with parents, lunch- or snack-time at home or at school, and speech therapy sessions). Of these children, 19 used multimodal communication, primarily manual signs and speech. Functional word use in both modalities was transcribed. The 50 most frequently used core words accounted for 67.2% of total word use; 16 words comprised core vocabulary, based on commonality. These data are consistent with similar studies related to the core vocabularies of preschoolers and toddlers with typical development, although the number of nouns present on the core vocabulary list was higher for the children in the present study. This finding can be explained by manual sign use of the children with Down syndrome and is reflective of their expressive vocabulary ages.

This research project was initiated to examine the vocabulary load contained in word problems appearing in basal mathematics textbooks through a study of word frequency. Five leading basal mathematics series were used. Every word, phrase or sentence that resulted in computation was included. A total of 476,674 words were identified. Information…

This paper focuses on aspects of early lexical acquisition in German. There have been conflicting results in the literature concerning both the pattern of vocabulary growth and the composition of the early lexicon. Our study describes the development of various categories of words and questions the preponderance of nouns in spontaneous speech. 32 children were studied longitudinally through recordings made at age 1;1, 1;3, 1;9 and 3;0. The following properties of the data were investigated: vocabulary size in relation to age, frequency of word use, and distribution of word categories. The results show that use of both types and tokens increases with time. A trend analysis indicates an exponential increase in vocabulary production in the second year, followed by a further expansion. This vocabulary spurt-like pattern can be observed in the use of word types and tokens. The findings in regard to vocabulary composition illustrate the dynamics present in the development of word categories. In the beginning, children use mostly relational words, personal-social words and some onomatopoeic terms. These categories are gradually complemented with nouns, verbs, function words and other words so that we see a balanced lexicon by 3;0. Trend analyses clarify characteristic developmental patterns in regard to certain word categories. Our spontaneous speech data does not support a strong noun-bias hypothesis.

Language and culture have influenced each other. They cannot be separated as isolated one. Culture finds a better rep-resentation through language use. Language is an indispensible carrier of culture. Many words have their origins in religion, my-thology stories and literary works. Looking at English vocabulary from an etymological perspective is a good way to go in teach-ing college English vocabulary. This paper gives a brief introduction about the characteristics of English vocabulary and some ad-vantages of teaching vocabulary from an etymological perspective, also, suggestions in using etymological perspective to teach col-lege English vocabulary.

The purpose of this paper is to provide evidence to support direct vocabulary intervention practices for primary school-age children with language impairment (LI). A rationale for providing direct vocabulary intervention for children with LI is outlined by reviewing typical and atypical vocabulary acquisition, evidence of instructional strategies from research in mainstream and special education is summarised, and suggestions for vocabulary intervention activities that facilitate deep word knowledge are provided. Suggestions for choosing appropriate vocabulary, using strategies during direct intervention, and conducting activities that increase depth of vocabulary knowledge are included.

This study compares lexical access and expressive and receptive vocabulary development in monolingual and bilingual toddlers. More specifically, the link between vocabulary size, production of translation equivalents, and lexical access in bilingual infants was examined as well as the relationship between the Communicative Development Inventories and the Computerized Comprehension Task. Twenty-five bilingual and 18 monolingual infants aged 24 months participated in this study. The results revealed significant differences between monolingual and bilinguals’ expressive vocabulary size in L1 but similar total vocabularies. Performance on the Computerized Comprehension Task revealed no differences between the two groups on measures of both reaction time and accuracy, and a strong convergent validity of the Computerized Comprehension Task with the Communicative Development Inventories was observed for both groups. Bilinguals with a higher proportion of translation equivalents in their expressive vocabulary showed faster access to words in the Computerized Comprehension Task. PMID:24761135

This study compares lexical access and expressive and receptive vocabulary development in monolingual and bilingual toddlers. More specifically, the link between vocabulary size, production of translation equivalents, and lexical access in bilingual infants was examined as well as the relationship between the Communicative Development Inventories and the Computerized Comprehension Task. Twenty-five bilingual and 18 monolingual infants aged 24 months participated in this study. The results revealed significant differences between monolingual and bilinguals' expressive vocabulary size in L1 but similar total vocabularies. Performance on the Computerized Comprehension Task revealed no differences between the two groups on measures of both reaction time and accuracy, and a strong convergent validity of the Computerized Comprehension Task with the Communicative Development Inventories was observed for both groups. Bilinguals with a higher proportion of translation equivalents in their expressive vocabulary showed faster access to words in the Computerized Comprehension Task.

This paper addresses teachers and researchers of English as a second or foreign language who are interested in speech intelligibility training and/or vocabulary acquisition. The study reports a stress-pattern analysis of the Academic Word List (AWL) as made available by Coxhead [TESOL Quarterly 34 (2000) 213]. To examine the AWL in a new way, we…

With the development of the society and culture, English vocabulary change rapidly. English has always been in a state of evolution. In recent years new words enter the English language at an increasing rate. This paper makes an attempt to analyze eight ways of new English word formation, creating, blending, shortening, functional shift, back-formation, affixation, com⁃pounding and borrowing—by presenting mainly English examples.

The Spanish Picture Vocabulary Test was designed to provide a Spanish-language translation of the Peabody Picture Vocabulary Test which would be suitable for Spanish-speaking Puerto Rican school-children in New York City. The 300 stimulus words were translated according to a consensus of linguists and persons of Puerto Rican descent, and were…

This study sought to validate adult-child shared storybook reading as a method for teaching target vocabularywords to preschool children with disabilities. The Vocabulary Learning through Books (VLTB) instructional procedure incorporates, adult-child book reading, questioning during reading requiring the child to answer with a target word, and…

This study sought to validate adult-child shared storybook reading as a method for teaching target vocabularywords to preschool children with disabilities. The Vocabulary Learning through Books (VLTB) instructional procedure incorporates, adult-child book reading, questioning during reading requiring the child to answer with a target word, and…

elements like core bibliographic data, controlled vocabulary terms, reviews, and tags to the retrieval performance. Our comparison is done using a test collection of over 2 million book records with information elements from Amazon, the British Library, the Library of Congress, and LibraryThing. We find...... that tags and controlled vocabulary terms do not actually outperform each other consistently, but seem to provide complementary contributions: some information needs are best addressed using controlled vocabulary terms whereas other are best addressed using tags....

The controlled vocabulary used by the NASA Scientific and Technical Information effort to index documents in the area of aeronautics is presented. The terms comprise a subset of the 1988 edition of the NASA Thesaurus and its supplements issued through the end of 1990. The Aeronautics Vocabulary contains over 4700 terms presented in a hierarchical display format. In addition to aeronautics per se, the vocabulary covers supporting terminology from areas such as fluid dynamics, propulsion engineering, and test facilities and instrumentation.

This study explores the relevance of multimedia application in relation to vocabulary acquisition in the classroom of Chinese as a foreign language. The herein depicted application refers to the computer-assisted implicit word-learning, wherein the Danish students built hypertexts to acquire...

This study explores the relevance of multimedia application in relation to vocabulary acquisition in the classroom of Chinese as a foreign language. The herein depicted application refers to the computer-assisted implicit word-learning, wherein the Danish students built hypertexts to acquire...

Although it may be true that most vocabulary is acquired through incidental learning, acquiring words through inferring from context is not necessarily the most effective or efficient method. in instructional settings. The guessing method has been advocated, but this method can be made more efficien

Food and Feed Vocabulary was developed to consolidate all the major OPP Commodity Vocabularies into one standardized vocabulary. The EPA-preferred term is the only term that can be used in setting tolerances.

Full Text Available Abstract: The present study was conducted to investigate types of Multiple Intelligences as predictors of reading comprehension and vocabulary knowledge. To meet this objective, a 60-item TOEFL test and a 90-item multiple intelligences questionnaire were distributed among 240 male and female Iranians studying English at Qazali and Parsian Universities in Qazvin. Data were analyzed using a multiple regression procedure. The result of the data analysis indicated that musical, interpersonal, kinesthetic, and logical intelligences were predicators of reading comprehension. Moreover, musical, verbal, visual, kinesthetic and natural intelligences made significant contributions to predicting vocabulary knowledge. Key words: Multiple intelligences, reading comprehension, vocabulary knowledge.

Studies often report that bilingual participants possess a smaller vocabulary in the language of testing than monolinguals, especially in research with children. However, each study is based on a small sample so it is difficult to determine whether the vocabulary difference is due to sampling error. We report the results of an analysis of 1,738 children between 3 and 10 years old and demonstrate a consistent difference in receptive vocabulary between the two groups. Two preliminary analyses suggest that this difference does not change with different language pairs and is largely confined to words relevant to a home context rather than a school context. PMID:25750580

The present intervention study explored the word learning of 18 children with cochlear implants in response to E-book instruction. Capitalizing on the multimedia options available in electronic storybooks, the intervention incorporated videos and definitions to provide a vocabulary intervention that includes evidence-based teaching strategies. The extent of the children's word learning was assessed using three assessment tasks: receptive pointing, expressively labeling, and word defining. Children demonstrated greater immediate expressive labeling gains and definition generation gains for words taught in the treatment condition compared to those in the comparison condition. In addition, the children's performance on delayed posttest vocabulary assessments indicated better retention across the expressive vocabulary task for words taught within the treatment condition as compared to the comparison condition. Findings suggest that children with cochlear implants with functional speech perception can benefit from an oral-only multimedia-enhanced intensive vocabulary instruction.

Full Text Available This article is primarily bidirectional in that it is concerned with two fields of cognitive styles of field-dependency/independency on one hand and breadth of vocabulary knowledge on the other hand. In other word, this research is primarily intended to investigate the nature of the students' vocabulary knowledge in the field of passive and active knowledge of L2 words as a whole with regard to their preferred cognitive style of field dependency/independency. A group of 60 undergraduate students majoring in the field of English Language Teaching was selected. They were then divided into two groups based on the basis of their preferred cognitive styles of field-dependency / independency. Four types of tests, the 1000 frequency word-level test, the passive version of vocabulary Levels Test, the Productive Version of the Vocabulary Levels Test, and the Group Imbedded Figures Test were administered to the participants. The conclusion drawn after the analysis of the data was that the fieldindependent group outperformed their field-dependent counterparts in dealing with both passive and productive vocabulary levels. Finally, the findings of this research could be interpreted as being supportive of the idea that the field-dependent/independent cognitive style could be considered as an effective factor influencing the learners' vocabulary learning in the field of second language acquisition.

Full Text Available The present study attempted to investigate the role of using word games in L2 vocabulary acquisition. 12 female participants from Uludag University were selected for control and experimental groups. Additionally, 35 participants from different universities in Turkey were invited to attend the study. First, an online questionnaire about the effect of games on vocabulary learning was administered to 35 participants. And results were analysed. Secondly, 12 female participants were divided into two groups as control group and experimental group. Both groups were taught certain words, however, a word game known as “Bingo” were utilized for the experimental group. Finally, a vocabulary quiz was administered to both groups to determine the differences between them. The scores obtained from vocabulary quiz showed that the experimental group outperformed the control group in vocabulary quiz. Even so, there was not a significant difference between the results of the quiz. Similarly, the findings of the questionnaire indicated that the participants preferred learning through vocabulary games rather than traditional way. Also, the findings revealed that games reduce negative feelings during the learning process. It was suggested that teachers should reconsider the role of games and appreciate their educational value.

Full Text Available The main purpose of this study is to help students increase their vocabulary learning in context because when learners participate in a special class with different activities and keep in mind the situation, they remember new words. The study was carried out in the action research method, and the activities provided to students encouraged learning and motivated
them to practice English more.

Almost every teacher is certain about that vocabulary is an important facet of learning a second language. It may be more important than grammar, at least in so far as this concerns communication , and particularly in the early stages when learners seem to understand that amassing a basic vocabulary is very important to fluency in another language. As a rule, receptive vocabulary exceeds productive vocabulary and why listening with comprehension and speaking with comprehension are two very different things—the latter a more difficult cognitive process than the former. Furthermore, vocabulary acquisition is highly idiosyncratic and depends largely on the learner and her or his individual learning styles and cognitive abilities. No two people learn alike. In particular, as understanding and fluency increases, individual interests and even needs will change, which then requires teacher-assisted guidance and remediation vis-à-vis the compilation of a specified and nuanced vocabulary that is tailored to the learner’s more practical linguistic needs, whatever these might be. In this case, new vocabulary items are more likely to be recalled and communicative. Essential to such an approach to teaching vocabulary acquisition, it is argued here, is exposure to authentic language, that is, reading, writing, listening, and speaking in class that both engages the visual, tactile, and aural-oral senses and imprints. In the case of texts, it is paramount that the comprehension level be such that the learner can guestimate with a nigh degree of accuracy the meaning and proper usage of new vocabulary items without a dictionary and thus from their context. And the more often these new vocabulary items appear, the more likely it is that their full meaning will be understood and committed to memory. For that reason we wanted to make use of sentences in vocabulary teaching.

Acquiring an adequate vocabulary is a cognitive challenge for foreign language learners. Varied exposures to newly acquired words as they occur in meaningful contexts may facilitate the process of vocabulary learning. In this study we investigated the effects of such a multiple-strategy-based vocabulary teaching approach. We conducted an…

Acquiring an adequate vocabulary is a cognitive challenge for foreign language learners. Varied exposures to newly acquired words as they occur in meaningful contexts may facilitate the process of vocabulary learning. In this study we investigated the effects of such a multiple-strategy-based vocabulary teaching approach. We conducted an…

This paper proposes an English Vocabulary Learning System based on the Fuzzy Theory and the Memory Cycle Theory to help a learner to memorize vocabularies easily. By using fuzzy inferences and personal memory cycles, it is possible to find an article that best suits a learner. After reading an article, a quiz is provided for the learner to improve his/her memory of the vocabulary in the article. Early researches use just explicit response (ex. quiz exam) to update memory cycles of newly learned vocabulary; apart from that approach, this paper proposes a methodology that also modify implicitly the memory cycles of learned word. By intensive reading of articles recommended by our approach, a learner learns new words quickly and reviews learned words implicitly as well, and by which the vocabulary ability of the learner improves efficiently.

Describes the use of Georgi Lozanov's technique using rhythm, breathing, music, and meditation to bring about hypermnesia, or supermemory, to teach vocabulary to 15 university students. Reviews students' vocabulary gains, as seen in pre- and post-test scores, and describes how some students implemented superlearning techniques with their own…

There are multiple vocabularies and thesauri within astronomy, of which the best known are the 1993 IAU Thesaurus and the keyword list maintained by A&A, ApJ and MNRAS. The IVOA has agreed on a standard for publishing vocabularies, based on the W3C skos standard, to allow greater automated interaction with them, in particular on the Web. This allows links with the Semantic Web and looks forward to richer applications using the technologies of that domain. Vocabulary-aware applications can benefit from improvements in both precision and recall when searching for bibliographic or science data, and lightweight intelligent filtering for services such as VOEvent streams. In this paper we present two applications, the Vocabulary Explorer and its companion the Mapping Editor, which have been developed to support the use of vocabularies in the Virtual Observatory. These combine Semantic Web and Information Retrieval technologies to illustrate the way in which formal vocabularies might be used in a practical application, provide an online service which will allow astronomers to explore and relate existing vocabularies, and provide a service which translates free text user queries into vocabulary terms.

Full Text Available Vocabulary is an indispensable part of a language. It is vitally needed to express meaning. Teaching English vocabulary, an important field in language teaching, is worthy of effort. In order our students to acquire reading, listening, speaking and writing skills we need to help students with developing their vocabulary knowledge. Vocabulary learning is essential to the development of language skills. Recently the importance of vocabulary learning and teaching has been considerably emphasized. One of the most effective ways of vocabulary learning is guessing the meanings of words from context. The purpose of this study is to show why guessing the meaning of unknown words from context clues is a very important learning strategy and how it is done efficiently.

Previous studies using direct forms of vocabulary instruction have shown that newly learned words are integrated with existing lexical knowledge only "after" off-line consolidation (as measured by competition between new and existing words during spoken word recognition). However, the bulk of vocabulary acquisition during childhood…

Previous studies using direct forms of vocabulary instruction have shown that newly learned words are integrated with existing lexical knowledge only "after" off-line consolidation (as measured by competition between new and existing words during spoken word recognition). However, the bulk of vocabulary acquisition during childhood…

In many disciplines, the notion of a word is of central importance. For instance, morphology studies le mot comme tel, pris isol´ement (Mel’ˇcuk, 1993 [74]). In the philosophy of language the word was often considered to be the primary bearer of meaning. Lexicography has as its fundamental role to c

Proposes the Vocabulary-Management Profile, a tool for discourse analysis. The number of new words introduced in a moving interval of text 35 words long is counted and a curve created by plotting the number of new words in a successive interval at the midpoint of the interval. Analyses of text by George Orwell and James Joyce are presented. (JL)

Vocabulary is the basis of any language learning. To many Chinese non-English majors it is difficult to memorize English words. This paper applied associative method in presenting new words to them. It is found that associative method did receive a better result both in short-term and long-term retention of English words. Compared with the…

In this study we investigated the effects of two learning methods (picture- or word-mediated learning) and of word status (cognates vs. noncognates) on the vocabulary acquisition of two foreign languages: English and German. We examined children from fourth and eighth grades in a school setting. After a learning phase during which L2 words were…

This paper surveys the inclinations of L2 vocabulary acquisition mode towards word formation and mnemonics among high school students and English teachers and discusses the follow-up results of the two methods students used in classroom setting. We further probe the impact of L2 vocabulary acquisition mode on L2 vocabulary acquisition and analyze the reasons for the results.%通过问卷调查等方法分析了高中英语教师及学生对构词法和记忆术两种词汇习得模式的使用趋向及学生在课堂环境下使用两种方法不同的后续效果，探讨了这两种词汇习得模式对词汇习得效果的影响，并分析造成该结果的原因。

The purpose of the study was to compare the effectiveness of hierarchy vocabulary exercises and copying vocabulary exercises on EFL students' vocabulary acquisition and reading comprehension. Two specific factors were probed: (a) vocabulary gains and retention from different exercises; (b) reading comprehension performance through different…

Full Text Available One of the important decisions to be made by English Language Teaching (ELT material developers or educators in various disciplines concerns the selection of vocabulary items that a learner should learn intentionally or unintentionally. Learning new vocabulary from textbooks or academic texts should begin with the scrutiny of the frequent types of the vocabulary used in the texts and how they are used in terms of syntax or lexis. The development of various corpora and word lists for materials of an English for Academic Purposes (EAP or English for Specific Purposes (ESP programme ought to be regulated to ensure better learning of specialised vocabulary in a specific academic field. Vocabulary learning in EAP or ESP should always be well informed by the latest development of corpora in various fields which leads to the creation of useful word lists to socialise learners into their field-specific learning discourse communities. With the introduction of the word list creation prototype software, One-Stop Word List Creator 1.0 (OSWLC 1.0 will be the latest must-have asset for educators all around the globe. In this study, the flexibility and essence of the software will be discussed. OSWLC 1.0 is believed to facilitate better word list creation process for any given field in terms of user-friendliness and time efficiency.

Based on empirical research and qualitative analysis, this paper aims to explore the effects of L1 use on L2 vocabulary teaching. The results show that, during L2 vocabulary teaching process, the proper application of L1 can effectively facilitate the memorization of new words, and the bilingual method (both English explanation and Chinese…

Based on its coincidence with a significant period in language development for children, preschool provides a favorable setting to foster vocabulary growth. The purpose of this study was to evaluate the effectiveness of two instructional conditions and an incidental exposure condition for teaching targeted vocabularywords to preschool students…

vocabulary is the basis of English learning, and it plays a very important role in junior middle school English teaching. The meaning of words often needs to be determined by the context. This paper introduces the context theory and analyzes the application of context in English Vo?cabulary Teaching of junior high school.

Purpose: Individual differences in vocabulary development may affect academic or social opportunities. It has been proposed that individual differences in word reading could affect the rate of vocabulary growth, mediated by the amount of reading experience, a process referred to as a "Matthew effect" (Stanovich, 1986). Method: In the…

Individuals with significant intellectual disabilities who use augmentative and alternative communication (AAC) often fail to acquire large vocabularies. To maximize the functionality of a small vocabulary, AAC users' initial vocabulary typically consists of words that can be used frequently across contexts and functions (i.e., core vocabulary). For many AAC users, core vocabulary often references concepts rather than concrete items. For individuals with severe intellectual disabilities, however, initial AAC vocabulary often consists of concretely referenced words instead. There is little evidence that these individuals can learn to use conceptually referenced words in initial AAC. A variation of a single subject multiple baseline design across four stimuli was used to demonstrate that an individual with severe intellectual disabilities could learn to use conceptually referenced words as an initial AAC vocabulary. As a result of the intervention (a modified PECS procedure), a 9-year-old boy with multiple disabilities, including intellectual disability and deaf-blindness, learned to make appropriate use of three conceptually referenced tactile symbols for the concepts of more, done, and new as an initial communication vocabulary.

We investigated the sustained effects of explicit versus implicit instruction on the breadth and depth of children's vocabularies, while taking their general vocabulary and verbal short-term memory into account. Two experimental groups with 12 and 15 kindergarten children respectively learned two sets of 17 words counterbalanced to be taught first…

The present study was conducted in the context of learning English as a Foreign Language (EFL) with the purpose of assessing the roles of breadth and depth of vocabulary knowledge in academic listening comprehension. The Vocabulary Size Test (VST, Nation & Beglar, 2007) and the Word Associates Test (WAT, Read, 2004) were administered to…

In the past two decades, vocabulary researchers have determined the number of word families that an undergraduate needs to know in order to read effectively in English, and further work has examined vocabulary size among Indonesian university students. What this research has so far not considered, however, is the distinction in the learner's…

Full Text Available When vocabulary teaching is taken into account in EFL classes in Turkish state primary schools, teachers generally prefer to use classical techniques. The purpose of this study is to find out the effect of a relatively new vocabulary teaching technique; teaching vocabulary through collocations. Pre-test/Post-test Control Group Design was employed in this study. Fifty-nine (59 seventh (7th grade students from two classrooms in a lower-middle class, suburban state primary school in Konya, Turkey participated in this study. The experimental group was taught new words using collocation technique; the control group was taught new words using classical techniques such as synonym, antonym, definition and mother tongue translation as it was in the previous reading classes before the study. The statistical analysis revealed that teaching vocabulary through collocations results in a better learning of the words than presenting them using classical techniques and enhances retention of new vocabulary items. Teaching vocabulary through collocations can be an effective factor in helping students remember and use the new words easily in primary school EFL classes. Therefore, teachers of English could be encouraged to attach more importance to vocabulary teaching rather than the acquisition of grammar and the use of current vocabulary teaching strategies in their classes.

The current study examined the predictive roles of L2 vocabulary knowledge and L2 word reading skills in explaining individual differences in lexical inferencing in the L2. Participants were 53 Israeli high school students who emigrated from the former Soviet Union, and spoke Russian as an L1 and Hebrew as an L2. L2 vocabulary knowledge and…

The significance of using language learning strategies in general and vocabulary learning strategies in particular is quite clear to both language learners and language specialists. Being familiar with and making use of a range of different vocabulary learning strategies is a great aid for EAP learners in dealing with unknown words. The present…

We tested whether urban middle-school students from mostly low-income homes had improved academic vocabulary when they participated in a freely available vocabulary program, Word Generation (WG). To understand how this program may support students at risk for long-term reading difficulty, we examined treatment interactions with baseline…

Examines which of the image modalities--dynamic video or still picture--is more effective in aiding vocabulary acquisition. Thirty English-as-a-Second-Language students were introduced to a hypermedia-learning program, designed for reading comprehension. Concludes that a video clip is more effective in teaching unknown vocabularywords than a…

Vocabulary learning is the foundation of language learning and the security to realize the language communication. However, vocabulary learning for many students is a difficulty which is hard to pass across. This paper attempts to explore the present vocabulary teaching reform, which aims to establish a teaching method that is to help students develop vocabulary learn-ing interest with the game.

In this article we discuss the role of desirable difficulties in vocabulary learning from two perspectives, one having to do with identifying conditions of learning that impose initial challenges to the learner but then benefit later retention and transfer, and the other having to do with the role of certain difficulties that are intrinsic to language processes, are engaged during word learning, and reflect how language is understood and produced. From each perspective we discuss evidence that supports the notion that difficulties in learning and imposed costs to language processing may produce benefits because they are likely to increase conceptual understanding. We then consider the consequences of these processes for actual second-language learning and suggest that some of the domain-general cognitive advantages that have been reported for proficient bilinguals may reflect difficulties imposed by the learning process, and by the requirement to negotiate cross-language competition, that are broadly desirable. As Alice Healy and her collaborators were perhaps the first to demonstrate, research on desirable difficulties in vocabulary and language learning holds the promise of bringing together research traditions on memory and language that have much to offer each other.

Full Text Available The article deals with the communicative competence formation of young adolescents in the secondary school at the Russian language lessons. The author maintains that the key element of the above problem is the vocabulary development guaranteeing both comprehension and verbal expression formation – oral and written. The theoretical part of the research explores different word functions: nominal, communicative, text generating and semantic. The correlation between the mental development level and lexical semantic system formation is emphasized. The age specific features of junior teens are listed: rising interest to various life spheres and activi- ties, capability of formulating opinions and judgments, self-awareness, formation of values. The relationship complexity stimulates vocabulary development of 10 to 12 year-old children; however, the process requires peda- gogical facilitation.The monitoring of speech development proves the necessity of commutative competence formation of the fifth- and sixth-year pupils. The paper presents the model of communicative competence development and its approbation results received for the junior adolescents.

Full Text Available The article deals with the communicative competence formation of young adolescents in the secondary school at the Russian language lessons. The author maintains that the key element of the above problem is the vocabulary development guaranteeing both comprehension and verbal expression formation – oral and written. The theoretical part of the research explores different word functions: nominal, communicative, text generating and semantic. The correlation between the mental development level and lexical semantic system formation is emphasized. The age specific features of junior teens are listed: rising interest to various life spheres and activi- ties, capability of formulating opinions and judgments, self-awareness, formation of values. The relationship complexity stimulates vocabulary development of 10 to 12 year-old children; however, the process requires peda- gogical facilitation.The monitoring of speech development proves the necessity of commutative competence formation of the fifth- and sixth-year pupils. The paper presents the model of communicative competence development and its approbation results received for the junior adolescents.

This book was written to facilitate the learning and teaching of phonetic and vocabulary skills important for the development of reading. The book uses the manipulative approach to the usage of words. Words are presented with corresponding pictures in order to enhance the child's comprehension. In addition to the words, the book includes a…

In English learning most students have difficulty memorizing words and reciting words has become a nation-wide problem for most English learners. This paper introduces a way of word-formation —conversion to help language learners en⁃large their vocabulary efficiently.

This article describes a novel program for third through fifth grade called "What is the PE Password?" that teaches vocabularywords and concepts without sacrificing activity time in order to support Common Core learning.

Full Text Available The present empirical study was conducted to compare instructed vocabulary teaching and incidental vocabulary acquisition that are two common approaches to teaching second language (L2 vocabulary in the literature. For this purpose, 53 Iran learners of English as a Foreign Language were selected from a larger sample and were then randomly assigned into a control group and two experimental groups as the participants of the study. The participants in the groups received placebo instruction while those in the experimental groups were either explicitly instructed or incidentally exposed to a number of targeted words (TWs selected for the purposes of the study. The results of an immediate posttest of the TWs demonstrated that the participants in both experimental groups benefited from instruction on/exposure to the TWs compared to the participants in the control group who were neither instructed on nor exposed to the TWs. The results of a delayed posttest indicated that, though there was a difference between the two experimental groups in the immediate posttest with respect to the acquisition of the TWs, the difference faded away in five-week interval as the experimental groups performed rather similarly on the delayed posttest. At the end, the implication of these findings for L2 vocabulary research and pedagogy would be discussed, along with some suggestions for researchers who wish to follow this trend of research. Keywords: Intentional Vocabulary Teaching, Incidental Vocabulary Acquisition, Short-Term Effects, Long-Term Effects, Target Words

The importance of vocabulary in reading comprehension emphasizes the need to accurately assess an individual's familiarity with words. The present article highlights problems with using occurrence counts in corpora as an index of word familiarity, especially when studying individuals varying in reading experience. We demonstrate via computational…

Full Text Available This paper responds to the need of research on vocabulary knowledge in foreign language in secondary education in Spain. Thus, this research aims at investigating (i the receptive vocabulary knowledge of 49 girls and 43 boys, Spanish students learning English as a foreign language in a secondary school located in the north of Spain, and (ii its pedagogical implications for students’ understanding of written and spoken discourse in English (Adolphs & Schmitt 2004; Laufer 1992, 1997; Nation 2001. We used the 2,000 frequency band of the Vocabulary Level Test (VLT (Schmitt, Schmitt & Clapham, 2001, version 2 as the instrument to measure students’ receptive vocabulary knowledge. Our results reveal that the means of girls’ receptive vocabulary size is below 1,000 words, which agrees with the estimates proposed by López-Mezquita (2005 for Spanish students of the same age and educational level. On the contrary, the means for boys is slightly above 1,000 words, being the differences between boys’ and girls’ performance in the VLT statistically relevant. Our data also indicate that most of the students analysed in the present study could have problems to understand written and spoken discourse due to their low scores in the receptive vocabulary level test.

Linked Data (LD), Linked Open Data (LOD) and generating a web of data, present the new knowledge sharing frontier. In a philosophical context, LD is an evolving environment that reflects humankinds' desire to understand the world by drawing on the latest technologies and capabilities of the time. LD, while seemingly a new phenomenon did not emerge overnight; rather it represents the natural progression by which knowledge structures are developed, used, and shared. Linked Open Vocabularies is a significant trajectory of LD. Linked Open Vocabularies targets vocabularies that have traditionally b

How do we find the right word for the job? Where does that word come from? Why do we spell it like that? And how do we know what it means? Words are all around us - we use them every day to communicate our joys, fears, hopes, opinions, wishes and demands - but we don't often think about them too deeply. In this highly accessible introduction to English words, the reader will discover what the study of words can tell them about the extraordinary richness and complexity of our daily vocabulary and about the nature of language in general. Assuming no prior knowledge of linguistics, the book covers a wide range of topics, including the structure of words, the meaning of words, how their spelling relates to pronunciation, how new words are manufactured or imported from other languages, and how the meaning of words changes with the passage of time. It also investigates how the mind deals with words by highlighting the amazing intellectual feat performed routinely when the right word is retrieved from the mental dic...

The contributions of phonological short-term memory and existing foreign vocabulary knowledge to the learning of new words in a second language were compared in a sample of 40 Greek children studying English at school. The children's speed of learning new English words in a paired-associate learning task was strongly influenced by their current English vocabulary, but was independent of phonological memory skill, indexed by nonword repetition ability. However, phonological memory performance was closely linked to English vocabulary scores. The findings suggest that in learners with considerable familiarity with a second language, foreign vocabulary acquisition is mediated largely by use of existing knowledge representations.

We examined the effects of vocabulary, lexical characteristics (age of acquisition and phonotactic probability), and auditory access (aided audibility and daily hearing aid [HA] use) on speech perception skills in children with HAs. Participants included 24 children with HAs and 25 children with normal hearing (NH), ages 5-12 years. Groups were matched on age, expressive and receptive vocabulary, articulation, and nonverbal working memory. Participants repeated monosyllabic words and nonwords in noise. Stimuli varied on age of acquisition, lexical frequency, and phonotactic probability. Performance in each condition was measured by the signal-to-noise ratio at which the child could accurately repeat 50% of the stimuli. Children from both groups with larger vocabularies showed better performance than children with smaller vocabularies on nonwords and late-acquired words but not early-acquired words. Overall, children with HAs showed poorer performance than children with NH. Auditory access was not associated with speech perception for the children with HAs. Children with HAs show deficits in sensitivity to phonological structure but appear to take advantage of vocabulary skills to support speech perception in the same way as children with NH. Further investigation is needed to understand the causes of the gap that exists between the overall speech perception abilities of children with HAs and children with NH.

Vocabulary is generally recognized as most critical in foreign language learning. Students who get up early in the morning to read out loud word lists have been a popular and encouraging spot on campus. Although there is abundant research about vocabulary.This paper will review the development of FonF and FonFS in the field of ESL, and their relationship with vocabulary learning, exploring the possibilities of comparing FonF and FonFS in terms of their efficiency in vocabulary teaching and learning.

Full Text Available From second half of 19.th Century -to beginning of20.th Century is an important time scale that Uzbekvocabulary developed importantly. Up to this periodUzbek vocabulary has generally import words from Arabicand Persian languages. Since Kingdom of Russiaoccupied Turkestan after the second part of 19.thcentury, Russian and indirectly western wordsvocabulary which has carried by Russian Culture cameinto Uzbek. Also those vocabularies has carried out somemorphological and fonetical characteristics withthemselves.In this study Russian words and western orientedwords both came through with Russian language intothe vocabulary of Uzbek. This subject will be evaluatedfrom various perspectives.

The objective of this study was to compare vocabulary size and composition in 2-year-olds learning Polish or English as measured by the Language Development Survey (LDS; Rescorla, 1989). Participants were 199 Polish toddlers (M = 24.14 months, SD = 0.35) and 422 U.S. toddlers (M = 24.69 months, SD = 0.78). Test-retest reliability was .92, internal consistency was .99, and concurrent validity was .55. Girls had higher vocabulary scores than boys. Mean LDS score was significantly lower in Polish than in English, and fewer Polish children had LDS scores >200 words. Also, more words were reported for <25% of the children, and fewer words were reported for ≥75% of the children, in Polish than in English. The cross-linguistic correlation for word frequencies was .44. Noun dominance was comparable in the two languages, and 55 cross-linguistic word matches were found among the top 100 words. Although more Polish than U.S. children had <50 words (18.1% vs. 8.3%), children with <50 words and those with ≥50 words were generally acquiring the same words. Vocabulary acquisition appeared to be slower in Polish than in English, probably because of the complexity of the language. However, the languages were very similar with respect to vocabulary composition findings.

The purpose of this research is to examine how large English language vocabulary is used in elementary, middle and high schools in China in order to plan for teaching how much English vocabulary college students learn in the first two years to develop general English ability. One corpus is used to examine how many high-frequency words are included in elementary, middle and high school English vocabulary and Vocabprofile and Text Lex Compare of on-line tool-http://www.lextutor.ca/are used to. There are three interesting points arising from the analysis of the three word lists. First, most of the words consisted of basic-level words. Second, from analysis of the degrees of word repetition, students only learn 2208 new words and there are 1812 repeated words in the three stages. Third, from analysis of how much coverage of the three vocabulary families each of the three base lists provide, 99.9% of the running words are in base word list one, two and three. Based on these viewpoints, basic words should be identified scientifically and educationally for Chinese learners of English.

This study examined expressive vocabulary and its relationship to reading skills for 232 native English-speaking adults who read between the third- and fifth-grade levels. The Boston Naming Test (BNT; Kaplan, Goodglass, & Weintraub, 2001) was used to measure expressive vocabulary. Participants scored lower than the normative sample of adults on all aspects of the test; they had fewer spontaneously correct answers, and were not helped by stimulus or phonemic cues. Hierarchical regression analyses revealed that expressive vocabulary accounted for significant variance in both reading comprehension and exception word reading, but not for general word reading or nonword reading. PMID:24778459

The validity of the Fundación MacArthur Inventario del Desarrollo de Habilidades Comunicativas: Palabras y Enunciados (IDHC:PE) was examined with twenty 20- and nineteen 28-month-old, typically developing, monolingual, Spanish-speaking children living in Mexico. One measure of vocabulary (number of words) and two measures of grammar (mean of the three longest utterances and grammatical complexity score) from the IDHC:PE were compared to behavioral measures of vocabulary (number of different words from a language sample and number of objects named in a confrontation naming task) and one behavioral measure of grammar (mean length of utterance from a language sample). Only vocabulary measures were assessed in the 20-month-olds because of floor effects on the grammar measures. Results indicated validity for assessing expressive vocabulary in 20-month-olds and expressive vocabulary and grammar in 28-month-olds.

Full Text Available Realising communication requires senders’ vocabulary knowledge to use correct words to transfer their ideas to receivers. The more vocabulary one has the more capable one is to express oneself and to comprehend messages. A little vocabulary is enough for daily affairs, but people need to get vocabulary education officially to improve their cognivite development, and intellectual thinking. This education is limited to the vocabulary in Turkish coursebooks. Therefore, the vocabulary in coursebooks ought to be taught via the methods which enable ones to store it in long term memory and retrieve when needed. This study aims to evaluate Turkish coursebooks in the context of vocabulary teaching methods and to propose activities in the light of findings to contribute to the field. Firstly, the vocabulary teaching methods in the 6th grade Turkish coursebook taken as sample have been classified in a descriptive manner. After that, these methods have been evaluated in the context of retrival levels of students applying a vocabulary test prepared with the words chosen randomly from the 6th level Turkish coursebook to 180 7th grade students from all over Turkey who studied the same book in the previous year to determine the effiency of the methods used.

In the postcolonial era, vocabulary must be developed that communicates a belief in equality through word choices that promote respect. Citizens of the global community have the right to name themselves, define their histories, and live according to their cultures. A chart of obsolete, inaccurate, or dehumanizing terms and preferred terminology is…

Second language vocabulary can be learned incidentally while the learner is engaged in extensive reading or reading for meaning, inferring the meaning of unknown words (Huckin & Coady, 1999; Hulstijn, 1992; Krashen, 1993; Pigada & Schmitt, 2006). 12 Korean learners of English read authentic literary texts and were tested on their knowledge of…

This paper examines the actual content and use of Indian vocabulary in standard Guatemalan Spanish, as opposed to the numerous entries found in antiquated dictionaries. Over 600 Indian words were extracted from contemporary Guatemalan literature and Lisandro Sandoval's "Semantica guatemalense." Interviews were arranged with middle and…

We investigated whether three student-centred strategies influenced retention of science vocabularywords among 7th grade students. Two of the strategies (drawing pictures and talking about the definition of the terms) were developed to involve the students in more constructive and interactive exercises when compared to the technique that was in…

After having success with this warm-up activity in his theater classes, the author adapted it for his beginner-level English classes, knowing his students would appreciate the opportunity to move around. The activity allows students to create their own physical interpretation of a vocabularyword, which increases their ability to remember it…

In a classroom experiment during the first week of an introductory psychology course, randomly assigned students received a pretest and then a brief training on the definitions of general-vocabularywords either related (e.g., "facilitation") or unrelated (e.g., "rendition") to 16 technical terms (e.g., "social…

An experiment was conducted using the suggestopedia method to learn German vocabularywords. Four students who had failed, or nearly failed, tests during the regular university term, took part in two tutoring sessions in which the following procedure was used. First, a pretest of 72 lexical items was given. The students cooperated with the teacher…

This article has two goals: to report on the trialling of fourteen 1,000 word-family lists made from the British National Corpus, and to use these lists to see what vocabulary size is needed for unassisted comprehension of written and spoken English. The trialling showed that the lists were properly sequenced and there were no glaring omissions…

The paper tries to put forward some methods to learn English words effectively from the perspective of cognitive psychology. According to objective cognition rules: human are easier to know things from near surroundings, from similar group, from familiar situations and so on. The article explores that some cognitive strategies such as category, semantic net, context, and chunk are helpful for English vocabulary learning.

This study compares the relative effectiveness of reading and writing sentences for the incidental acquisition of new vocabulary in a second language. It also examines if recall varies according to the concreteness of target words. Participants were 203 French-speaking intermediate and advanced English as second language (ESL) learners, tested for…

Learning a new language involves substantial vocabulary acquisition. Learners can accelerate this process by relying on words with native-language overlap, such as cognates. For bilingual third language learners, it is necessary to determine how their two existing languages interact during novel language learning. A scaffolding account predicts…

The primary purpose of this study was to provide preliminary validity evidence for a 140-item form of the Vocabulary Size Test, which is designed to measure written receptive knowledge of the first 14,000 words of English. Nineteen native speakers of English and 178 native speakers of Japanese participated in the study. Analyses based on the Rasch…

Learning a new language involves substantial vocabulary acquisition. Learners can accelerate this process by relying on words with native-language overlap, such as cognates. For bilingual third language learners, it is necessary to determine how their two existing languages interact during novel language learning. A scaffolding account predicts…

The present studies examined the effects of varying degrees of unfamiliar vocabulary within written discourse on individuals' abilities to use linguistic context for the purposes of translation and comprehension (i.e., lexical inferencing). Prose varied in the number of foreign words introduced into each sentence (e.g., 0 through 7 content words per sentence). Furthermore, Krashen's Input Hypothesis and the Evaluation component of the Involvement Load Hypothesis were tested to determine the degree at which non-comprehensible input hinders the ability of a learner to successfully use linguistic context for translation and comprehension. Results indicated that, as the number of foreign words per sentence, i.e., non-comprehensible input, increased the ability to successfully translate foreign words and create situational models for comprehension begins to decrease especially beyond five unfamiliar words per sentence. This result suggests that there is an optimal level of effectiveness in the use of a linguistic context strategy for learning foreign language vocabulary, but also that there is a limit to the strategy's effectiveness. Implications and applications to the field of foreign language learning are discussed.

Insufficient vocabulary has become a barrier to reading comprehension and translation in the process of ME (medical English) study to the third-year students at medical universities or colleges.The current study was designed to investigate corpus- based teaching ap-proach to enlarging students'vocabulary in the course of higher learning of ML (medical literature).The study was carried out from 2006.9 to 2008.9 among third -year medical students in our college.Students were encouraged to augment their vocabulary by active practice,intensive learning,and comprehensive learning respectively through discovering study by using self-made ME corpuses (90,000 words).In doing so, their vocabulary was enlarged by actively using the essential vocabulary,attaching more attention to the difficult technical vocabulary,and getting familiar with medical terms,which eliminated their language barrier,improved their integrated language proficiency,and developed their sense of achievement.

Full Text Available The current research compares two conditions of L2 vocabulary learning, i.e. explicit teaching and incidental learning. Forty-five female participants, majoring in English at Alimam Mohammad Ibn-Saud Islamic University, Saudi Arabia, took part in this research. They were divided into two groups: read plus (RP and read only (RO. Three levels of vocabulary knowledge (form recall, meaning recall, and meaning recognition were assessed. The results showed that both conditions cater for vocabulary learning, however the RP group had significantly outperformed their RO counterparts. Moreover, the results showed that vocabulary learning in this study followed the general tendency starting from a receptive level to a productive level. Finally, the results of the current study confirmed what Sonbul and Schmitt (2010 have arrived at. Key words: vocabulary knowledge, vocabulary learning, explicit (direct teaching, incidental learning, attrition, retention.

SIGNAL WORDS TOPIC FACT SHEET NPIC fact sheets are designed to answer questions that are commonly asked by the ... making decisions about pesticide use. What are Signal Words? Signal words are found on pesticide product labels, ...

Full Text Available Application of thematic classification of actual vocabulary as a whole to the formation of loan words allows to see the uniqueness of seperate groups of the vocabulary. English loan words prevail relating to the sphere of economy, science and technology, loan words from Arabic dominate from the religious vocabulary. Application of field approach to the analysis of actual religious Arabisms revealed both nuclear and peripheral components of the field. At the core of the field there are such Arabisms as Allah and Islam, which can be characterized as key words. However, in unifying the features of these words vary at a number of parameters. The word Allah has zero derivation productivity and at lexicographical description (as opposed to functioning in the language of the media is free of connotations. Arabism, Islam, by contrast, has a high derivation productivity and derived words can express evaluation. Lexicographic description of the Arabism Islam is also quite diverse stylistically and in contents. The core of the field “Muslim religion” also includes a number of words fixed in most modern dictionaries of foreign words. At the periphery of the field there are Arabisms that do not have high levels of frequency, but at the same time as an indicator of dominant Arabisms of religious content among topical Arabisms.

The present study investigated the effects of word length on eye movement behavior during initial processing of novel words while reading. Adult skilled readers' eye movements were monitored as they read novel or known target words in sentence frames with neutral context preceding the target word. Comparable word length effects on all single-fixation measures for novel and known words suggested that both types of words were subject to similar initial encoding strategies. The impact of the absence of an existing lexical entry emerged in multiple first-pass fixation measures in the form of interactions between word length (long and short) and word type (novel and known). Specifically, readers spent significantly more first-pass time refixating long novel targets than short novel targets; however, the first-pass time spent refixating known controls did not differ as a function of length. Implications of these findings for models of eye movement control while reading, as well as for vocabulary acquisition in reading, are discussed.

Full Text Available One way to assess a person’s communicative competence is through his ability to express his thoughts and ideas in appropriate words and meaningful sentences. Vocabulary learning then is critical to learning a language – be it the first, second or even foreign. However, test results, daily communication and English proficiency exams show that students have difficulty in learning vocabulary. This descriptive-evaluative study assessed the vocabulary learning and the strategies used along context clues, word analysis and dictionary skills of the 100 randomly selected second-year education students of the Sorsogon State College. The study utilized survey-questionnaire, teacher- made test and unstructured interview in gathering data. The study revealed that most of the Bachelor of Elementary Education (BEED and Bachelor of Secondary Education (BSED students oftentimes used strategies in learning vocabulary such as reading books and other materials, looking for clues in sentences and use the dictionary to unlock the unfamiliar words. The students attained nearly competent vocabulary performance along context clues, word analysis and dictionary skills. The context clues and word analysis skills are significantly related to the use of learning strategies when tested at 0.05 level. The developed vocabulary module to enhance the skills of the students can be validated and utilized for instruction.

Research has consistently shown diversity of vocabulary to be an important indicator of second language (L2) writing development as well as L2 writing performance. These studies underscore the importance of vocabulary to L2 writing. However, they provide little to indicate what kind of vocabulary learners of English may need to know in order to…

Research has consistently shown diversity of vocabulary to be an important indicator of second language (L2) writing development as well as L2 writing performance. These studies underscore the importance of vocabulary to L2 writing. However, they provide little to indicate what kind of vocabulary learners of English may need to know in order to…

"Vocabulary Plus" is an interactive strategy which links vocabulary development with content area learning for English learners. This strategy uses interactive read-alouds of thematically- connected informational text matched to the grade-appropriate state standards and content of core subjects. When using "Vocabulary Plus",…

This study is an attempt to explore the difference between acquiring new words with different semantic fields to which they belong. In other words, the purpose of this study is to scrutinize the contribution of semantic field theory in learning new vocabulary items in an EFL setting. Thirty-eight students of three different levels of education took part in this research. They were exposed to some new words from four different semantic fields, and then they were tested on their acquisition of the words meaning. This exposure was through reading texts and the aim of reading was just comprehension, therefore the words were acquired incidentally. The outcome showed significant differences between groups with different levels of education regarding retention of words from different semantic fields.

Full Text Available Test of English as a foreign Language or TOEFL is a standardized test of English for non-native speaker. It consists of three parts or three sections of tests. In Reading Comprehension test, it consists of vocabulary test. To get better result of score, it needs strategies. The purposes of this study are to know the strategies used by the students to answer the vocabulary test on reading section of TOEFL, to know the most strategy used by the students, to know the least strategy used by the students and to know the distribution of strategies used by the students to answer the Vocabulary test of Reading Comprehension of the TOEFL. The researcher used descriptive qualitative research. The subject was twelve students. The instrument was questionnaire that consisted of thirty questions. Data analyzes technique was by using mean score. The result of the research showed that; (1 students used all strategies to answer the vocabulary test of reading comprehension of TOEFL. (2 the most strategies used by the students was ‘Looking for contextual clues to the meaning of unknown words.(3 the least strategy used by the students to answer vocabulary test was ‘Developing a new vocabulary study system, and (4 the distribution of the strategy number 1 was 3.88,strategy number 2 was 3.61, number 3 was 2.94, number four was 2.91, strategy number 5 was3.88, strategy number six was 3.47, strategy number seven was 3.69, strategy number eight was 3.02, strategy number nine was 3.00 and the last strategy was 3.13.

This paper will try to review two important theories (repletion and retrieval) which are crucial for vocabulary retention. These two methods are well connected and each of them cannot lead to successful vocabulary retention without sensible utilization of the other.

Abstract This paper is a response to Horst’s (2013) proposal that language teaching should incorporate opportunities for English language learners to acquire the 2,000 most frequent word families in English. She does this by setting out the vital role vocabulary plays in English language proficiency, outlining how knowing high frequency vocabulary unlocks English language proficiency, and establishing why vocabulary learning opportunities need to be part of classroom instruction. Horst’s ...

The 100 Words series continues to set the standard for measuring and improving vocabulary, with a new title focusing on words that are best known for getting people into linguistic trouble. 100 Words Almost Everyone Confuses and Misuses is the perfect book for anyone seeking clear and sensible guidance on avoiding the recognized pitfalls of the English language. Each word on the list is accompanied by a concise and authoritative usage note based on the renowned usage program of the American Heritage® Dictionaries. These notes discuss why a particular usage has been criticized and explain the r

As one of the three major elements (sound, vocabulary and grammar), the vocabulary plays a decisive role in English learning and everyday communication. However, many students, especially the students at the junior middle school regard remem⁃bering words as a heavy burden. In view of this situation, the thesis narrates the English lexicology’s related theories that can help the students remember words;mainly introduces seven kinds of words’memory methods;and puts forward six proposals about the teaching of English vocabulary. The aim is that the teachers and students can attach full importance to the English vocabulary ’s teaching and learning .Mastering enough vocabulary is the key to apply English successfully. Here, I hope that all of us can make joint efforts to raise the quality of the English vocabulary’s teaching. Let it develop towards the direction of positiveness, effective⁃ness and relaxation, and let the students’remembering words not be dry and dull any more.

Learning vocabulary is an important instructional aim for teachers in all content areas in middle grades schools. Recent research, however, indicates that vocabulary instruction may be problematic because many teachers are not "confident about best practice in vocabulary instruction and at times don't know where to begin to form an instructional…

Full Text Available Many studies have investigated vocabulary memorization strategies in the EFL context, but few researches have been conducted on the types of memorization strategies used by the Arab students in Malaysia. Thus, this study investigates the types of vocabulary memorization strategies employed by the Arab students in the Intensive English course at UUM. The aims of the study were to investigate vocabulary memorization strategies used by the Arab students and to examine the most and the least frequent strategies employed by the Arab students in learning and memorizing vocabulary. The samples of the study were 65 postgraduate Arab students from different colleges; COB, CAS and COLGIS at UUM. One instrument was used in this study, which is a questionnaire. The questionnaire was adapted from Li (2004 which is based on Oxford’s taxonomy (2003. The results indicated that the Arab students use different strategies in learning and memorizing vocabulary. Reviewing well strategies were found to be the most preferred strategies in contrast with Employing actions which was found to be as the least category employed by the Arab students. Writing words repeatedly a strategy from Reviewing well category was found to be the most strategy used by the Arab students in the Intensive English course while the Associate sounds of words with similar English from Employing actions category was the least strategy used by them. The findings revealed that Arab students see vocabulary memorization strategies help them in learning the English language and consistent with their cultural and educational background. Keywords: vocabulary memorization strategies, UUM, Intensive English course, Arab students

Full Text Available Bag-of-Visual-words (BoV approach to image classif ication is popular among computer vision scientists . The visual words come from the visual vocabulary wh ich is constructed using the key points extracted f rom the image database. Unlike the natural language, th e length of such vocabulary for image classificatio n is task dependent. The visual words capture the local invariant features of the image. The region of imag e over which a visual word is constrained forms the s patial content for the visual word. Spatial pyramid representation of images is an approach to handle s patial information. In this paper, we study the rol e of vocabulary lengths for the levels of a simple two l evel spatial pyramid to perform binary classificati ons. Two binary classification problems namely to detect the presence of persons and cars are studied. Rele vant images from PASCAL dataset are being used for the l earning activities involved in this work

Full Text Available University students used a set of existing and purpose-built on-line tools for vocabulary learning in an experimental ESL course. The resources included concordance, dictionary, cloze-builder, hypertext, and a database with interactive self-quizzing feature (all freely available at www.lextutor.ca. The vocabulary targeted for learning consisted of (a Coxhead's (2000 Academic Word List, a list of items that occur frequently in university textbooks, and (b unfamiliar words students had met in academic texts and selected for entry into the class database. The suite of tools were designed to foster retention by engaging learners in deep processing, an aspect that is often described as missing in computer exercises for vocabulary learning. Database entries were examined to determine whether context sentences supported word meanings adequately and whether entered words reflected the unavailability of cognates in the various first languages of the participants. Pre- and post-treatment performance on tests of knowledge of words targeted for learning in the course were compared to establish learning gains. Regression analyses investigated connections between use of specific computer tools and gains.

and strengthening vocabulary in earth sci- ences through etymology? has appeared in the May 2006 issue of Journal of Earth System Science Education (http://jesse. usra.edu/archive/jesse), a popular on-line journal of NASA, USA, that publishes papers relating... subject and cross-curricular learning. Sarma?s effort is laudable as he has etymologically connected as many as 1600 technical terms through ~300 root words. The etymological approach adopted by the author is simple and effective; learnt from his...

Boost your SAT vocabulary skills with a book, not a box! Welcome to flashcards in a book. There are no loose cards to lose or misplace. Always in order for easier, organized study. Filled with over 900 must-study New SAT words that are simply the best way to check your ""test readiness."" Study smarter using the unique interactive feature not found in other flashcards: Write your answer to a card's question on the front, and then compare it later to the answer on the back. Perfect for self-study, for reference, or just for a quick review!DETAILS- Handy book format keeps information organized a

Many adults struggle with second language acquisition, but learn new native-language words relatively easily. We investigated the role of sublexical native-language patterns on novel word acquisition. Twenty English monolinguals learned 48 novel written words in five repeated testing blocks. Half were orthographically wordlike (e.g., nish, high neighborhood density and high segment/bigram frequency), while half were not (e.g., gofp, low neighborhood density and low segment/bigram frequency). Participants were faster and more accurate at recognizing and producing wordlike items, indicating a native-language similarity benefit. Individual differences in memory and vocabulary size influenced learning, and error analyses indicated that participants extracted probabilistic information from the novel vocabulary. Results suggest that language learners benefit from both native-language overlap and regularities within the novel language.

The present study is conducted by looking into students’ vocabulary notebooks.The subjects of the research are 44 sophomores from the Foreign Languages Department,Beijing Wuzi University. The vocabulary notebooks they have kept during an entire semester works as the data of the research. The absence of meaningful collocations enhancing the learning of a word in its fullest sense has been detected together with the lack of various sources choosing words to be listed and the failure of identifying the high frequency words.It provides a useful insight into individual learning style and the pedagogical implications are also highly appraised.The findings of the research might be pessimistic but it otherwise promises a field still worth working in.

Full Text Available The aims of this research is to find out the influence of vocabulary journal as media in teaching student vocabulary at the eighth grade students of SMP Al-Fajar. The quantitative method was conducted and this research is a population research, because all the member of population is taken as sample, which consisted of 30 students of eighth grade. To collect the data, the writer used pre-test and post-test, then the vocabulary test was used as the research instrument. To know whether there is an influence, the writer analyzed the data by using paired-sample T-test.The result shows that there is significant influence of vocabulary journal in teaching students’ vocabulary mastery.Keywords: Influence, vocabulary journal, students’ vocabulary mastery

Using the Internet for vocabulary development is a powerful way for students to rapidly expand their vocabularies. The Internet affords students opportunities to interact both instantaneously and multimodaly with words in different contexts. By using search engines and hyperlinks, students can immediately access textual, visual, and auditory…

Depression is known to be associated with deficits in effortful processing and word fluency. Automatic processes, instead, appear largely intact in depressed patients. It was investigated whether active word definition could be a less appropriate method than passive word recognition as a measure of verbal intelligence in depression. The valid assessment of premorbid IQ is important for correct comparison with current cognitive efficiency of depressed individuals, since premorbid IQ serves as baseline or control parameter to estimate the extent and severity of acquired cognitive impairments, both in the clinical and the research context. Two vocabulary tests were administered to 90 patients (31 women) with unipolar depression and 30 control subjects (15 women): a word definition task [the vocabulary subtest of the Wechsler Adult Intelligence Scale (WAIS-R)] and a word recognition task [the Multiple choice vocabulary test (MWT)]. In the depressed sample, scores of the MWT tended to be higher than WAIS-R scores. For depressed women, the MWT score was significantly higher than the WAIS-R score. In the control sample, no differences between MWT and WAIS-R scores were observed. Our findings indicate that word definition tasks could underestimate verbal intelligence especially in depressed women. For depressed women, it could be more appropriate to administer word recognition than word definition as an estimate of premorbid or verbal intelligence.

Full Text Available This paper discusses the development of the vocabulary of grade 7 learners in a reading project currently underway at a school in Atteridgeville, a township on the outskirts of Pretoria. A library has been established at the school and teachers throughout the school attend workshops designed to heighten their awareness of the value of reading and the importance of vocabulary, and to provide them with strategies to facilitate the development of reading. This paper focuses on the vocabulary development of grade 7 learners – they are in the senior phase of primary school and will soon be entering high school where they will be faced with more academic vocabulary in context-reduced textbooks. Learners’ vocabulary was tested early in the year and then again towards the end to assess whether increased access to books and reading had had an effect on vocabulary growth. Results revealed that learners at the project school showed a lack of vocabulary, even at the end of the study period, not only in terms of academic words but also high frequency words. Extensive reading alone is clearly not enough – learners need explicit vocabulary instruction: in order to read successfully at high school level, learners need a working knowledge of academic vocabulary, and this knowledge is developed by reading – but learners cannot read successfully without an adequate basic high-frequency vocabulary.

In this article, we measure the effects of hypnosis and suggestions for learning second language vocabulary. Participants (N = 70) were randomly assigned to a hypnosis or a control group. They were pre-tested, and then presented 21 Spanish words, post-tested immediately and 1 week later. The data were analyzed using repeated measures analysis of variance with group (experimental versus control) as the between-subjects factor, and time as the within-subjects factor. The experimental group performed significantly better in both tests. Our results indicate that hypnosis is beneficial for second language vocabulary learning and retrieval.

The ideal travel companion and at-home reference, this volume features over 2,000 common French words, each accompanied by a brief definition, a sentence in French demonstrating proper usage, and a translation. These up-to-date terms cover twenty-first century digital technologies and consumer electronics, and a convenient reference section offers greetings and words related to directions, restaurant orders, and other everyday activities, plus helpful tips on vocabulary and grammar.

We all focus on the students' abilities of listening, speaking, wading, writing and translating in college teaching. But actually, it is nothing without vocabulary. Thus, vocabulary teaching is an essential part in English teaching. However, seme traditional teaching takes vocabuhury out from the context, which costs a lot of time and energy, but students are involved in the dull circle of memorizing to forgetting to memorizing again. Finally, they lose their patience on English learning and maybe give it up. In this paper, we discuss some vocabulary teaching strategies, so as to help the memorizing of vocabulary and enhance the efficiency of vocabulary teaching and learning.

The purpose of this design experiment was to research, test, and iteratively derive principles of word learning and word organization that could help to theoretically advance our understanding of vocabulary development for low-income preschoolers. Six Head Start teachers in morning and afternoon programs and their children (N = 89) were selected…

As part of the National Assessment of Educational Progress (NAEP) in reading, students are asked to demonstrate their understanding of words as used in literary and informational texts. This focus on students' understanding of word meaning highlights the importance of vocabulary in reading comprehension. This report provides an overview of…

THE SILVERTHORN BASIC VOCABULARY OF WRITTEN BUSINESS COMMUNICATION WAS REANALYZED IN ORDER TO FURNISH ACCURATE DIFFICULTY INDEXES FOR INSTRUCTIONAL AND TEST MATERIALS FOR STENOGRAPHERS AND TYPISTS. AMONG THE 11,055 DIFFERENT WORDS IN THE REANALYZED LIST, 109 OCCUR AT LEAST ONCE IN EVERY 1,000 WORDS. MEAN SYLLABIC INTENSITY (NUMBER OF SPEECH…

Successful language acquisition requires extensive word knowledge. However, learners are reportedly unable to increase their word knowledge due to insufficient meaningful input in the language classrooms. This paper intended to present another tool to encourage learners' vocabulary development. It examined the effect(s) of using short narrative…

Provision of multiple-choice (MC) glosses, which combines the advantages of glosses and inferring, has recently gained its share of supporters as a potential technique for enhancing L2 texts and increasing word gain for L2 learners. Upon taking an actual TOEFL, the participants underwent a vocabulary pretest to ensure that the target words were…

This paper describes some simple simulation models of vocabulary attrition. The attrition process is modelled using a random autonomous Boolean network model, and some parallels with real attrition data are drawn. The paper argues that applying a complex systems approach to attrition can provide some important insights, which suggest that real…

“I'm not 100% convinced that memorizing the dictionary is the best way of improving your vocabulary,” says the character played by Hugh Grant in Woody Allen's film Small Time Crooks.Yet why not?Ifyou could memorize the dictionary-or even

It is well established that variation in caregivers' speech is associated with language outcomes, yet little is known about the learning principles that mediate these effects. This longitudinal study (n = 27) explores whether Spanish-learning children's early experiences with language predict efficiency in real-time comprehension and vocabulary learning. Measures of mothers' speech at 18 months were examined in relation to children's speech processing efficiency and reported vocabulary at 18 and 24 months. Children of mothers who provided more input at 18 months knew more words and were faster in word recognition at 24 months. Moreover, multiple regression analyses indicated that the influences of caregiver speech on speed of word recognition and vocabulary were largely overlapping. This study provides the first evidence that input shapes children's lexical processing efficiency and that vocabulary growth and increasing facility in spoken word comprehension work together to support the uptake of the information that rich input affords the young language learner.

This paper is based on the assumption that semantic categories vary from one language to another and prototypes of semantic categories are culture-specific. Prototypicality has its effects in acquisition of second foreign language vocabulary. The author hypothesizes that focal member words and basic level words are acquired earlier than non-focal member words and words on other levels of lexical hierarchies when prototypes of the target language correspond to those of the mother tongue in the same semantic categories. The results of a vocabulary test on beginner, intermediate and advanced learners of English as foreign language confirm the hypothesis. The paper concludes that learning a second foreign language means, to an extent, learning to categorize the worm in a different way, and prototypic effects should be given due attention in vocabulary instruction.

Full Text Available This study explored the acceleration of vocabulary growth through a multi-part instructional strategy for engendering the inductive, semantic word-family oriented acquisition of vocabulary from context, a difficult task for elementary students. Implemented on a school-wide basis in grade 4 over an 8-week period, the intervention was a four-part enhancement to each of six regular basal reading stories that focused on 17 semantic word families associated with selected words in the stories. Results showed a. that experimental students inductively generated greater numbers of words with similar meanings that could be substituted for novel words in 3-sentence story-context passages and to word-family pairs; and; b. that Title 1 experimental students displayed greater achievement than comparable Title I controls on the ITBS Vocabulary Subtest.

Two experiments examined whether the age of acquisition (AoA) of a concept influences the speed at which native English speakers are able to name pictures using a newly acquired second language (L2) vocabulary. In Experiment 1, participants were taught L2 words associated with pictures. In Experiment 2 a second group of participants were taught the same words associated with L1 translations. Following training both groups performed a picture naming task in which they were asked to name pictures using the newly acquired words. Significant AoA effects were observed only in Experiment 1, in that participants were faster at naming pictures representing early acquired relative to late acquired concepts. The results suggest that the AoA of a concept can exert influence over processing which is independent of the AoA of the word form. The results also indicate that different training methods may lead to qualitative differences in the nature of the links formed between words and concepts during the earliest stages of second language learning.

In this paper, the data from a large online collection is used to study variation in the vocabulary of Russian literary texts. First, we find that variation in the vocabulary size of different authors is in a good agreement with Heaps' law with parameter $\\lambda=0.5$, consistent with previous studies. The overall distribution of word frequencies has lighter tails than both the Zipf and lognormal laws predict. Next, we focus on the variation of word frequencies across texts. We confirm statistically that word frequencies vary significantly across texts, and find that the variance of the cross-text frequency distribution is in general higher for more frequent words. The dependence of the variance on the average word frequency follows a power law with exponent $\\alpha=1.25.$ The factor models applied to the data suggest that the most of the cross-text variation is concentrated in less than $100$ most frequent words and can be explained by about $10$ factors. For less-frequent words, the frequency data is more s...

The purpose of this article is to present preliminary results related to the development of a new measure of explicit word learning. The measure incorporated elements of explicit vocabulary instruction and dynamic assessment and was designed to be sensitive to differences in word learning skill and to be feasible for use in clinical settings. The explicit word learning measure included brief teaching trials and repeated fine-grained measurement of semantic knowledge and production of 3 novel words (2 verbs and 1 adjective). Preschool children (N = 23) completed the measure of explicit word learning; standardized, norm-referenced measures of expressive and receptive vocabulary; and an incidental word learning task. The measure of explicit word learning provided meaningful information about word learning. Performance on the explicit measure was related to existing vocabulary knowledge and incidental word learning. Findings from this development study indicate that further examination of the measure of explicit word learning is warranted. The measure may have the potential to identify children who are poor word learners. https://doi.org/10.23641/asha.5170738.

For too long a time, how to memorize more words and keep them longer in mind has been a primary and everlasting problem for vocabulary teaching and learning. This study focused on deep processing as a word memorizing strategy in contextualizing, de- and re- contextualizing learning stages. It also examined possible effects of such pedagogy on…

A study examined acquisition of new vocabulary through oral stories in first-, third-, and fifth-grade children. Each subject heard four stories, each including four nonsense words repeated three times. These novel words represented common nouns whose meanings could be derived from propositional information associated with their occurrence. The…

Children begin to talk at about age one. The vocabulary they need to do so must be built on perceptual evidence and, indeed, infants begin to recognize spoken words long before they talk. Most of the utterances infants hear, however, are continuous, without pauses between words, so constructing a vo

The ultimate goal of second language vocabulary acquisition (SLVA) is to improve cross-cultural competence (CCC).From the perspective of CCC,this writing is to investigate the influence of the CCC on SLVA.Acquired vocabulary should be converted into lexical competence first and then in turn into communicative competence.Remembering a word needs to be changed into understanding a word,taking into account the semantic sense relations,and then SLVA will be more beneficial and effective.

The present study investigated the contribution of morphological and cognate awareness to the development of English and French vocabulary knowledge among young minority and majority language children who were enrolled in a French immersion program. Participating children (n = 75) were assessed in English and French on measures of morphological awareness, cognate awareness, and vocabulary knowledge from Grades 1 to 3. Hierarchical linear modeling was used to investigate linear trends in English and French vocabulary growth for minority and majority language children and to identify metalinguistic contributions to Grade 1 and Grade 3 English and French vocabulary performance and rate of growth. Results demonstrated a similar pattern of prediction for both groups of children. English and French morphological awareness and French-English cognate awareness significantly predicted concurrent and longitudinal vocabulary development after controlling for nonverbal reasoning, phonological awareness, and word identification. The contributions of morphological awareness to English vocabulary and cognate awareness to French vocabulary strengthened between Grades 1 and 2. These findings highlight the emerging importance of morphological and cognate awareness in children's vocabulary development and suggest that these metalinguistic factors can serve to broaden the vocabulary repertoire of children who enter school with limited language proficiency. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Full Text Available Title is a compact representation of a document which distill the important information from the document. In this paper we studied the selection words as title words by using different learning approachesnamely nearest neighbor approach (NN, Naive Bayes approach with limited-vocabulary (NBL, Naive Bayes approach with full vocabulary (NBF and by using a term weighing approach (tf-idf. We compare theperformance of these approaches by using F1 metric. We compare the F1 metric results both on English Script and Indic Script ' Telugu'. We concluded the influence of linguistic complexity in the process of Title word selection.

Stokes (2010) compared the lexicons of English-speaking late talkers (LT) with those of their typically developing (TD) peers on neighborhood density (ND) and word frequency (WF) characteristics and suggested that LTs employed learning strategies that differed from those of their TD peers. This research sought to explore the cross-linguistic validity of this conclusion. The lexicons (production, not recognition) of 208 French-speaking two-year-old children were coded for ND and WF. Regression revealed that ND and WF together predicted 62% of the variance in vocabulary size, with ND and WF uniquely accounting for 53% and 9% of that variance respectively. Epiphenomenal findings were ruled out by comparison of simulated data sets with the actual data. A generalized Mann-Whitney test showed that children with small vocabularies had significantly higher ND values and significantly lower WF values than children with large vocabularies. An EXTENDED STATISTICAL LEARNING theory is proposed to account for the findings.

This study analyzes the core vocabulary used by typically developing school-aged English-speaking children in the United States while participating in a variety of school activities. The language of typically developing children, some of whom spoke English as a second language was recorded, transcribed and analyzed to identify the most frequently used words across samples. An inventory of oral core vocabulary of typically developing school-aged children resulted from this analysis. This inventory can be used as a source list for vocabulary selection for school-aged children with AAC needs. Implications for vocabulary selection are discussed.

The importance of vocabulary in reading comprehension emphasizes the need to accurately assess an individual’s familiarity with words. The present article highlights problems with using occurrence counts in corpora as an index of word familiarity, especially when studying individuals varying in reading experience. We demonstrate via computational simulations and norming studies that corpus-based word frequencies systematically overestimate strengths of word representations, especially in the low-frequency range and in smaller-size vocabularies. Experience-driven differences in word familiarity prove to be faithfully captured by the subjective frequency ratings collected from responders at different experience levels. When matched on those levels, this lexical measure explains more variance than corpus-based frequencies in eye-movement and lexical decision latencies to English words, attested in populations with varied reading experience and skill. Furthermore, the use of subjective frequencies removes the widely reported (corpus) frequency-by-skill interaction, showing that more skilled readers are equally faster in processing any word than the less skilled readers, not disproportionally faster in processing lower-frequency words. This finding challenges the view that the more skilled an individual is in generic mechanisms of word processing the less reliant he/she will be on the actual lexical characteristics of that word. PMID:23339352

The vocabulary of Anglophone psychology is shared with many other subjects. Previous research using the Oxford English Dictionary has shown that the subjects having the most words in common with psychology are biology, chemistry, computing, electricity, law, linguistics, mathematics, medicine, music, pathology, philosophy, and physics. The present study presents a database of the vocabularies of these 12 subjects that is similar to one previously constructed for psychology, enabling the histories of the vocabularies of these subjects to be compared with each other as well as with psychology. All subjects have a majority of word senses that are metaphorical. However, psychology is not among the most metaphorical of subjects, a distinction belonging to computing, linguistics, and mathematics. Indeed, the history of other subjects shows an increasing tendency to recycle old words and give them new, metaphorical meanings. The history of psychology shows an increasing tendency to invent new words rather than metaphorical senses of existing words. These results were discussed in terms of the degree to which psychology's vocabulary remains unsettled in comparison with other subjects. The possibility was raised that the vocabulary of psychology is in a state similar to that of chemistry prior to Lavoisier.

This article presents a word game named"Word Magic",which is effective and efficient inavoiding word forgetting & decaying as well as helping students to improve their abilities in spelling,word building and so on.The procedures and rules of the game are formulated together with the makingof the cards used in it.The advantages of the game are also expounded.

Learning a new language involves substantial vocabulary acquisition. Learners can accelerate this process by relying on words with native-language overlap, such as cognates. For bilingual third language learners, it is necessary to determine how their two existing languages interact during novel language learning. A scaffolding account predicts transfer from either language for individual words, whereas an accumulation account predicts cumulative transfer from both languages. To compare these accounts, twenty English-German bilingual adults were taught an artificial language containing 48 novel written words that varied orthogonally in English and German wordlikeness (neighborhood size and orthotactic probability). Wordlikeness in each language improved word production accuracy, and similarity to one language provided the same benefit as dual-language overlap. In addition, participants' memory for novel words was affected by the statistical distributions of letters in the novel language. Results indicate that bilinguals utilize both languages during third language acquisition, supporting a scaffolding learning model.

Ankara : The Department of Teaching English as a Foreign Language, Bilkent University, 2007. Thesis (Master's) -- Bilkent University, 2007. Includes bibliographical references leaves 82-87 This study investigated the effectiveness of vocabulary notebooks on vocabulary acquisition, and the attitudes of teachers and learners towards keeping vocabulary notebooks. The study was conducted with the participation of 60 pre-intermediate level students, divided into one treatment ...

Full Text Available Children acquire attentional biases that help them generalize novel words to novel objects. Researchers have proposed that these biases arise from regularities in the early noun vocabulary children learn and suggest that the specifics of the biases should be tied to the specifics of individual children’s vocabularies. However, evidence supporting this proposal to date comes from studies of group means. The current study examines the relations between the statistics of the nouns young children learn and the similarities and differences in the biases they demonstrate. We show that individual differences in vocabulary structure predict individual differences in novel noun generalization. Thus, these data support the proposal that word-learning biases emerge from the regularities present in individual children’s vocabularies and, importantly, that children’s online attention during an experiment is mediated by instances of past learning.

Core vocabulary is an important component of augmentative and alternative communication (AAC) systems for school-aged children who have complex communication needs. One method of identifying core vocabulary for these individuals is to study the vocabulary of speaking children. To date, the use of core vocabulary by speaking bilingual children has not been well documented. The present study compared the core vocabulary used by children who are monolingual (French), and bilingual (French-English; English-French). We also gathered and compared language samples from French-speaking children identified as having primary language impairment (PLI), with the goal of better understanding the language differences demonstrated by children with this disability. Language samples were collected from a total of 57 children within a school setting, in a region where French is a minority language. Contrary to the hypothesis, the analysis of language transcripts revealed that there were no important differences between the core words from the groups studied.

Full Text Available This study intended to investigate the comparative effectiveness of keyword and context method on immediate and delayed vocabulary retention of EFL learners. It also compared the rate of forgetting in the keyword and context groups. With a quasi experimental design, 40 learners from two intact classes in a language teaching institute in Khorramabad, Iran, were randomly assigned to the keyword and context group. The keyword group received the keyword strategy training, while the context group focused on learning vocabulary in their real context. The result indicated that learners in the keyword group recalled more vocabulary immediately after training and one week later. The results also indicated the rate of forgetting is more in the context group than in the keyword group.Key words: Vocabulary Learning, Keyword Strategy, Context Strategy, Vocabulary Retention

With the high-speed development of society, English has already become a university language and learning English is the basic requirement to learners. Vocabulary learning is one of the key factors in English Learning. This paper focuses on the vocabulary memories strategies.%随着社会高速发展，对任何学习者来说，掌握英语，这个世界性语言是学习中最基本的要求。词汇学习当然是英语学习中关键因素之一。本文将侧重介绍词汇记忆的策略。

Since the 1600s, the developments in the understanding of electrical phenomena have frequently altered the models and metaphors used by physicists to describe and explain their experiments. However, to this day, certain relics of past theories still drench the vocabulary of the subject, serving as distracting fog for future students. This article attempts, through historical illumination, to shine through the mist of electrostatic terminology and offer a clearer view of the classical model of electricity.

There are some certain factors affecting L2 ( English) vocabulary acquisition such as L2 ( English) proficiency, readers’ purpose and the habit of reading, and the difficulty of target words and context, among which the first plays a key role. The paper, through a review of the relevant experimental researches, reaches a conclusion that L2 ( English) proficiency does influence much upon L2 vocabulary acquisition.

The theories of mental lexicon explain how words are organized and accessed in human brain from the angle of psycho-linguistics. It draws great interest to study on the field of psycholinguistics and SLA. This paper focuses on incidental vocabulary acquisition of L2 and explores how to assist learners to reinforce and expand their network of mental lexicon by applying all kinds of mental connection in order to promote the learners to acquire English vocabulary.

Different nations have different social cultures, and the social culture of every nation is developing with the devel-opment of the nation, language is greatly influenced by social culture, which enables language to possess national and historical characteristics. Word is the smallest, independent, meaningful linguistic unit of language. It can well reflect the national and historical characteristics. From synchronic aspect, the social and cultural influence on word meaning is mainly embodied in con-ceptual and associative meanings of word. The incorrespondence of word meaning is a phenomenon that exists in both conceptual and associative meanings of word among different languages. From diachronic aspect, the development of social culture causes some changes of word meaning to some extent. Therefore, social culture plays a key role in vocabulary learning and mastery of a language.

The restricted Boltzmann machine (RBM) is a flexible tool for modeling complex data, however there have been significant computational difficulties in using RBMs to model high-dimensional multinomial observations. In natural language processing applications, words are naturally modeled by K-ary discrete distributions, where K is determined by the vocabulary size and can easily be in the hundred thousands. The conventional approach to training RBMs on word observations is limited because it requires sampling the states of K-way softmax visible units during block Gibbs updates, an operation that takes time linear in K. In this work, we address this issue by employing a more general class of Markov chain Monte Carlo operators on the visible units, yielding updates with computational complexity independent of K. We demonstrate the success of our approach by training RBMs on hundreds of millions of word n-grams using larger vocabularies than previously feasible with RBMs and using the learned features to improve p...

This study examined vocabulary intervention-in terms of targets and techniques-for children with language impairment receiving speech-language therapy in public schools (i.e., non-fee-paying schools) in the United States. Vocabulary treatments and targets were examined with respect to their alignment with the empirically validated practice of rich vocabulary intervention. Participants were forty-eight 5-7-year-old children participating in kindergarten or the first-grade year of school, all of whom had vocabulary-specific goals on their individualized education programmes. Two therapy sessions per child were coded to determine what vocabularywords were being directly targeted and what techniques were used for each. Study findings showed that the majority of words directly targeted during therapy were lower-level basic vocabularywords (87%) and very few (1%) were academically relevant. On average, three techniques were used per word to promote deep understanding. Interpreting findings against empirical descriptions of rich vocabulary intervention indicates that children were exposed to some but not all aspects of this empirically supported practice.

The digital humanities are being applied with increasing frequency to the analysis of historically important texts. In this study, the methods of G. K. Zipf are used to explore the digital history of the vocabulary of psychology. Zipf studied a great many phenomena, from word frequencies to city sizes, showing that they tend to have a characteristic distribution in which there are a few cases that occur very frequently and many more cases that occur very infrequently. We find that the number of new words and word senses that writers contribute to the vocabulary of psychology have such a Zipfian distribution. Moreover, those who make the most contributions, such as William James, tend also to invent new metaphorical senses of words rather than new words. By contrast, those who make the fewest contributions tend to invent entirely new words. The use of metaphor makes a text easier for a reader to understand. While the use of new words requires more effort on the part of the reader, it may lead to more precise understanding than does metaphor. On average, new words and word senses become a part of psychology's vocabulary in the time leading up to World War I, suggesting that psychology was "finding its language" (Danziger, 1997) during this period.

In the Semantic Web, vocabularies are defined and shared among knowledge workers to describe linked data for scientific, industrial or daily life usage. With the rapid growth of online vocabularies, there is an emergent need for approaches helping users understand vocabularies quickly. In this paper, we study the summarization of vocabularies to help users understand vocabularies. Vocabulary summarization is based on the structural analysis and pragmatics statistics in the global Semantic Web. Local Bipartite Model and Expanded Bipartite Model of a vocabulary are proposed to characterize the structure in a vocabulary and links between vocabularies. A structural importance for each RDF sentence in the vocabulary is assessed using link analysis. Meanwhile, pragmatics importance of each RDF sentence is assessed using the statistics of instantiation of its terms in the Semantic Web. Summaries are produced by extracting important RDF sentences in vocabularies under a re-ranking strategy. Preliminary experiments show that it is feasible to help users understand a vocabulary through its summary.

Current situation of vocabulary teaching The importance of vocabulary in learning a second or foreign language has been widely acknowledged and the findings of a sea of research studies have convinced us to regard vocabulary k nowledge as a

Full Text Available EFL students, particularly Iranian students, usually feel bored in vocabulary lessons because they have not changed their learning habits, such as writing words on paper, trying to learn by heart or learning passively through the teacher's explanations. To help students find language classes, especially vocabulary lessons more interesting in EFL context, and to achieve more from games, the study conducted action research to find the answer to the question, "Do games help English Language Learners learn vocabulary effectively, and if so, how?" Most academic reviews start from an assumption that games are beneficial. However, this study singled out the component of games to study that in isolation. After reviewing academic opinions on this specifically focused matter, of which there are relatively few, the researcher began action research which included applying games in our own classes, observing other teachers' classes, and interviewing both teachers and learners so as to elicit students' reactions, feelings and the effectiveness of games in vocabulary learning. The research shows they are effective in helping students to improve their vocabulary building skills.

Handbooks recommend a variety of quite complicated procedures for learning and remembering vocabulary, but most learners only engage in very simple procedures. The aim of this project was to establish a basis for identifying optimal vocabulary recording procedures by finding out what learners...... currently do. We administered a questionnaire, interviewed learners who said that they kept vocabulary records of some kind and examined their records. Two-thirds had given up making vocabulary lists on entering the L2 environment and/or starting to read extensively, but several made interesting lists...